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Comprehensive Planning Readiness Survey

Introduction - The CPR Survey purpose is to determine the degree to which district personnel believe the time has come to carry out a comprehensive planning process. Seven factors and their descriptions have been identified for respondent use. Responders are offered three choices for each factor, which are (1) - Low Need, (2) Moderate Need, and (3) High Need.

Use of the Survey - Please read the three descriptions offered for each of the seven factors listed below. Select the one which you believe best describes the situation in your district. When a choice has been selected for all seven factors, click on the "Submit" button to view your results.
A. District Leadership
  1. Stable, long-term leadership with no change anticipated. The sense among district leaders that current comprehensive planning is sufficient to provide direction into the future.
  2. Stable, change anticipated within three years. The sense among district leaders that the time is coming for a renewed comprehensive planning effort in order to insure future direction.
  3. Recent leadership change. In order to insure future direction, the sense among district leaders that the time is now.
B. Status of Curriculum Management and Staff Development
  1. Education and staff development programming are running smoothly after recent completions of major curriculum projects for core subjects. School improvement processes, required by NYSED in response to low student academic performance scores, is not a part of the picture.
  2. One or two major curriculum and/or professional development projects are in progress. Staff members are fully involved with these projects in the time available after regular duties. School improvement processes are in place.
  3. District personnel are currently fully involved in the curriculum and staff development projects. Several projects are in the works or need to be undertaken. One or more required school improvement processes need to be completed or are in the works, but have not been linked to other planning commitments. There is no sense of the whole.
C. External Influences
  1. Staff member understanding of NYSED and NCLB requirements for topics such as general education, special education, at-risk learners and entitlement students is high as evidenced by updated plans where commitments are linked.
  2. Staff member understanding of NYSED and NCLB requirements is mixed. Some members understand one or more topics well. Other topics are not and cause those who have to deal with them frustration and concern.
  3. Most staff members are not aware of the NYSED and NCLB requirements, which underlie district planning for special education, high-risk learners or students qualifying for federal entitlement services. Frustration with reporting and planning for such topics as special education and federal entitlements is high. Commitments in various plans are not linked to common goals.
D. Student Academic Performance:
  1. All students as a group and the students in each disaggregated group meet or exceed NYSED benchmarks and NCLB Annual Measurable Objectives.
  2. All students as a group and in all one or more of the disaggregated groups meet or exceed NYSED benchmarks and NCLB Annual Measurable Objectives.
  3. All students as a group and the students in each disaggregated group do not meet or exceed NYSED benchmarks and NCLB Annual Measurable Objectives.
E. Student Behavior and School Climate
  1. Generally, K-12 student behavior is characterized as respectful, positive and helpful. Referral rates indicate the percentage of disruptive students is below 5% in each building. The referral process has recently been reviewed by staff members. District prevention and intervention programs are working and result in formerly disruptive students succeeding academically and demonstrating respect, and helpfulness.
  2. Students in one of the school levels are generally not behaving as in #1 above. More than 5% of students engage in disruptive behavior. The referral process has not been reviewed recently by staff members. District prevention and intervention programs are mixed in their success.
  3. Students in more than one of the school levels are generally not behaving as in #1 above. More than 10% of students engage in disruptive behavior. The referral process has not been reviewed recently by staff members and staff members vary greatly in their use of the process. District prevention and intervention programs are mixed in their success because the students they are aimed to affect are not showing the desired behavior.
F. Status of Operational and Comprehensive Planning
  1. All operational plans, including Academic Intervention Services, Annual Professional Performance Review, Comprehensive System of Personnel Development, Comprehensive School Safety, Consolidated Application, Professional Development Plan, and Technology Plan are current. A comprehensive plan is in place and in use. There are no required school improvement plans in place.
  2. The status of operational plans varies from "current" to "need up date". A comprehensive plan was completed within the last five years and is currently out of date. School improvement plans, required as the result of student low achievement are in place.
  3. Most operational plans are in need to updating and are not linked to other plans. A comprehensive plan as not existed for more than five years. School improvement plans are in place or development. Commitments contained in recently completed plans has not been linked into a single set of goals and strategies. Currently there is not way to view the future direction of the district in one document.
G. Status of Technology
  1. The district has been recently equipped with infrastructure, hardware and software to support instructional and administrative operations. Most staff members are fully functional in the use of technology for instruction or administration. Staff development initiatives and other considerations are on-going and laid out in a current technology plan.
  2. The district is in transition with respect its technological infrastructure, hardware and software posture. Many staff members are functionally able to use technology in instruction or administration activities. A technology plan is active and will soon need updating.
  3. The district is in need of major additions/modifications to infrastructure, hardware and/or software in support of instructional and administrative operations. Few staff members are fully functional in the use of technology for either instruction or administration. The technology plan is out of date and not linked with other plans.
 

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