Inventory of Practices
The purpose of this survey is to provide a clear description of three types of practices in your school: 1)
Reading Interventions; 2) Student Engagement Interventions, and; 3) Data-Based Decision Making
Teams. Each question allows you to check as many answers as apply.
Please fill in your name and email address.
Name:
Email:
School District:
School:
3. Which title best describes your role?
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Classroom Teacher
Literacy Coach or Reading Specialist
English Language Development Teacher
Principal
Assistant Principal
Counselor
School Psychologist
Special Educator
RTI or Intervention Specialist
Behavior Support Specialist
PBIS Facilitator
MSIP District Coordinator
MSIP Evaluation Specialist
Other ____________________
Inventory of Practices: Reading Section
Reading Assessment
R1. How does your school assess the reading performance of all of the students in your school? (Check
all that apply)
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OAKS - Reading
Oral reading fluency measure(s)
Other ____________________
Don't know
Not applicable. Our school does not assess reading performance for all students in the school.
Answer If R1. Reading assessments used “OAKS – Reading” Is Selected
R1.1. Please indicate how frequently your school assesses the reading performance of all of the students
in your school using OAKS.
1 x / year
OAKS - Reading
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2 x / year
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3 or more x / year
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Varies based on
student
performance
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Answer If R1. Reading assessments used “Oral reading fluency measure(s)” Is Selected
R1.2. Please choose or type the name of each oral reading fluency measure typically used to assess the
reading performance of students in your school.
1 x / year
2 x / year
3 or more x / year
Varies based on
student
performance
AIMSWEB
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DIBELS
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EasyCBM
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Other ________
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Other ________
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Answer If R1. Reading assessments used “Other “Is Selected
R1.3. You have indicated that your school uses a measure other than OAKS and oral reading fluency to
typically assess the reading performance of students in your school. Please choose or type the name of
any additional measures. Use the drop down menus to the right to indicate how frequently your school
uses each assessment.
1 x / year
2 x / year
3 or more x / year
Varies based on
student
performance
In-Program
Assessments
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EasyCBM
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MAZE
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Other Measure
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Other Measure
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R2. Does your school have a procedure for identifying students who need additional support in reading?
 No
 Yes
Answer If R2. Procedure for identifying additional reading need “Yes” Is Selected
R2.1 Which sources of information do you use to identify students who need additional reading
support?
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OAKS reading score using a specified benchmark
Oral reading fluency measure using a specified benchmark
Teacher referral
Special education eligibility assessment
Parent request
Diagnostic Assessment
In-Program Assessment
Other CBM Measures (other than ORF)
Other (please describe below) ____________________
Don't know
Reading Instruction
R3. What type of reading instruction is typically provided to students in your school? (Check all that
apply)
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Reading instruction is only provided to at-risk students (not all students)
Language arts or reading classes
Reading strategies are taught during content areas classes (e.g., social studies, science)
Other (please describe) ___________________________________________________
Don't know
Reading Intervention
R4. Does your school use a published program(s)/curricula for students in reading interventions (rather
than non-published or teacher-developed materials)?
 Yes
 No
Answer If R4. Use published reading intervention programs “Yes” Is Selected
R4.1. Please choose or list the names of all curricula/programs that are used for reading intervention
classes/groups.
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Corrective Reading
Horizons
Language!
Junior Great Books
Phonics for Reading
Prentice Hall
Read Naturally
Reading Advantage
Reading Mastery
Rewards
Soar to Success
Stars
Other ____________________
Other ____________________
Other ____________________
Other ____________________
R4.1. If instructors have received training in the use of selected curriculum, specify the nature of that
training.
 Mentoring/Coaching
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District-Provided Training
School-Provided Training
Consultant from Program
Informal Training
No Training
Other ____________________
Unsure
Answer If R4. Use published reading intervention programs “Yes” Is Selected
R4.2. Does the school collect data and/or conduct observations to assess if the reading intervention is
being implemented the way that it is intended by the publishers of the program?
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Yes, firmly in place
Partially in place
Plan to put in place during the next school year
No, not aware of plans to put in place
Don't know
Progress Monitoring
R5. Are regular progress monitoring assessments used to track the reading performance progress of
students receiving reading intervention?
 Yes
 No
 Don't Know
Answer If R5. Use progress monitoring to track reading performance “Yes” Is Selected
R5.1. (part 1) Choose the types of progress monitoring assessments used to track the reading
performance progress of students receiving intervention.
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AIMSWEB
DIBELS
EasyCBM
In-Program Assessment
MAZE
OAKS
Other Oral Reading Fluency (ORF)
Teacher Observations
Teacher Assessments
Other ____________________
Other ____________________
R5.1. (part 2) For selected assessment, choose the frequency with which it is generally used.
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Daily
Twice per week
Weekly
Bi-Weekly
Monthly
Other
Don't Know
R6. Additional comments on reading interventions:
Inventory of Practices: Engagement Interventions Section
STUDENT ENGAGEMENT INTERVENTIONS Student engagement interventions are options, available
within the school, that support at-risk students who face academic, behavioral, or social challenges and
that help build a stronger connection between the student and the school, staff, peers, and the learning
process. These interventions may help students improve attendance, homework completion, and
academic outcomes, or decrease the risk of eventual school drop-out.
E2. What options for student engagement support are available to students in your school? If your
school has options that are not listed, please use Options A, B, and C to enter up to 3 student
engagement supports, providing very brief descriptions instead of names to help us understand the
nature of the support. (Check all that apply)
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Check and Connect, Check-in/Check-out, or other similar programs
Social Skills Group
Newcomers' Group
Friendship Group
Girls' or Boys' Group
Study Skills Group
One-on-one tutoring or mentoring during the school day
One-on-one counseling support
Mentor Program
Sports teams directly associated with the school (not club sports offered by private organizations)
Leadership Group or Student Council
Technology Club
Drama Club
Debate, Quiz Team
Homework Club
Band / Choir
After School Clubs / Programs
Chess Club
Science and / or Math Teams
Service Committees
Option A _______________________________________________________________________
Option B _______________________________________________________________________
Option C _______________________________________________________________________
E3. Which options for student engagement that are available in your school utilize a process for meeting
with an adult advocate or mentor at least once per month?
_____________________________________________________________________________________
_____________________________________________________________________________________
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E4. Which options utilize students’ individualized goals as a focus of support?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
E5. Is there an adult advocate (e.g., a teacher or educational assistant) assigned to each student in the
student engagement intervention? (It can be the same advocate assigned to a group of students.)
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Yes
For some students, but not all
No
Don't Know
E6. How do students participating in student engagement options receive feedback on their progress?
(Check all that apply)
 Feedback is given through the use of a daily or weekly point card that students carry from class to
class
 Daily/weekly point information is sent home to encourage parents to provide feedback
 Teachers, special educators, and educational assistants give regular verbal feedback on progress
 Counselors, school psychologists, or other specialists give regular verbal feedback on progress
 Administrators or other individuals serving as mentors provide regular feedback
 Other ____________________
 Don't know
E7. How do students participating in student engagement options receive recognition and
reinforcement for demonstrating significant improvement? (Check all that apply)
 Students use points, money, or credits to "purchase" items as part of a school-wide program
 Teachers, special educators, and educational assistants provide individualized reinforcers based on
behavior contracts or student preferences
 Counselors, school psychologists, and other specialists provide individualized reinforcers based on
behavior contracts or student preferences
 Administrators or others serving as mentors provide awards or other tokens of achievement as part
of a school-wide program
 Parents are informed so they may provide reinforcers at home
 As part of a school-wide program, students earn privileges such as: _________________________
 As part of a individualized program, students may earn privileges such as: ____________________
 Other ____________________
 Don't know
E8. Which data are collected for students participating in student engagement options? (Check all that
apply)
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Daily school attendance
Student engagement intervention attendance or participation rate
Indicator of academic progress (e.g., homework completion, points, grades, learning targets met)
Number of office discipline referrals
Number of in-school suspensions
Number of tardies
School staff reports based on observations
Student self assessment
Parent reports based on observations
Check-In / Check-Out Points
Other ____________________
Other ____________________
Don't know
E9. Does the school collect data on the psychological engagement of students in the engagement
interventions?
 Yes
 No
 Don't know
Answer If E9. Are data collected on psychological engagement? “Yes” Is Selected
E9.1. What kinds of psychological engagement data are collected?
 Student surveys
 Formal psychological assessment instruments
 Other ____________________
E10. Does the school collect data and/or conduct observations to assess if the student engagement or
behavioral intervention is being implemented as intended?
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Yes, firmly in place
Partially in place
Plan to put in place during the next school year
No, not aware of plans to put in place
Don't know
E11. Additional comments on student engagement interventions:
Inventory of Practices: Data-Based Decision Making Section
DATA-BASED DECISION MAKING TEAMS
D1. Are there systems in place to collect and manage data regarding the academic achievement of all
the students in your school (OAKS, grades, etc.)?
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Partially in place
Yes, firmly in place
Don't know
Plan to put in place during the next school year
No, not aware of plans to put in place
Answer If D1. Use systems to manage academic data for all students “Yes, firmly in place” Is Selected Or
D1. Use systems to manage academic data for all students “Partially in place” Is Selected
D1.1 (Part 1). Please choose the school or district databases that your school uses to access data about
the academic achievement of students.
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Data Warehouse
DCA
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
EasyCBM
eSIS (Student Information System)
Excel
OAKS (Oregon Assessment of Knowledge and Skills)
SPA
SWIS (School-Wide Information System)
V-PORT Data Management
Other ____________________
Other ____________________
Answer If D1.1 (Part 1). Please choose the school or district database Is Greater Than or Equal to 1
D1.1. (Part 2) Please select the types of information collected for selected databases
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Benchmark and Progress Monitoring Data
Fluency
Grades
Oral Reading Fluency (ORF)
Behavior Referrals
Attendance
Language!
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Comprehension and/or Vocabulary Data
Reading Data
Assessments and Scores
Program Assignment
Proficiency in Learning Targets
State Scores/OAKS
Additional Academic Information ____________________
Additional Behavior Information ____________________
Other __________________________________________
Don't Know
Answer If D1.1 (Part 1). Please choose the school or district database Is Greater Than or Equal to 1
D1.1. (Part 3) Who requires the use of selected databases?
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District
School
District and School
Other ____________________
Don't Know
D2. Are there systems in place to collect and manage data regarding the students’ behavior and school
engagement (e.g., attendance, tardies, office discipline referrals, etc.)?
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Partially in place
Yes, firmly in place
Don't know
Plan to put in place during the next school year
No, not aware of plans to put in place
Answer If D2. Use systems to manage behavioral data for all students “Yes, firmly in place” Is Selected
Or D2. Use systems to manage behavioral data for all students “Partially in place” Is Selected
D2.1. (Part 1) Please choose the school or district databases that your school uses to access data about
the behavior of students (e.g. attendance, office discipline referrals, etc.).
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Data Warehouse
eSIS (Student Information System)
Excel
SPA
SWIS (School-Wide Information System)
DCA
CICO
Other ____________________
Other ____________________
Answer If D2.1. (Part 1) Please choose the school or district databases Is Greater Than or Equal to 1
D2.1. (Part 2) Please select the types of information collected for selected databases.
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Attendance
Behavior Referrals
Grades
CICO
Tardies
Don't Know
Additional Behavior Information ____________________
Additional Academic Information ____________________
Other __________________________________________
D2.1. (Part 3) Who requires the use of selected databases?
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District
School
District and School
Other ____________________
Don't Know
D3. Who meets to examine academic data on students participating in reading interventions at your
school? Choose the response that most accurately captures the process.
 A team (Indicate the name of the team--and a very brief description, if helpful--below)
____________________
 One or two Individuals
 Don't know
 There is no individual or group that examines data for this group of students
 The school plans to put a process in place in during the next school year
If “There is no individual or group” Is Selected, Then Skip To End of Block. If “The school plans to put a
process in place” Is Selected, Then Skip To End of Block.
D3.1. Who regularly participates in these meetings?
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District Implementation Coordinator
Principal
Assistant Principal
School Counselor
School Psychologist
Reading Specialist/Literacy Coach
Instructor for Reading Intervention Groups
Special Education Teacher
Grade-level General Education Teacher
ESL Teachers
Student Teachers
Other ____________________
There are no regular participants
Don't Know
D3.2. How often do these meetings take place?
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Weekly
More than once a month, but less than once a week
Once a month
More than once a quarter (or trimester) but less than once a month
Once a quarter (or once a trimester)
Three times per year
Less than 3 times per year
Don't know
D3.3 What data are regularly reviewed at these meetings?
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Curriculum -based progress monitoring data
Oral reading fluency data
Scores on OAKS assessments
Progress toward individual goals
Developmental history information
Attendance
Grades
Office Discipline Referrals
Suspensions/Expulsions
Truancy
Daily Behavior Progress Reports
Anecdotal information about family functioning
Anecdotal information about daily functioning in class
Other ____________________
Don't know
D4. Is there an additional team (or individual), other than the above-mentioned data-based decision
making team, that meets to examine behavioral or student engagement data of students?
 No
 Yes, name(s) of other teams (and description, if helpful) ____________________
 Don't know
Answer If D4. “Yes, name(s) of other teams (and description, if helpful)” Is Selected
D4.1. Who regularly participates in these additional meetings to examine behavioral or engagement
data?
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District Implementation Coordinator
Principal
Assistant Principal
School Counselor
School Psychologist
Reading Specialist/Literacy Coach
Instructor for Reading Intervention Groups
Special Education Teacher
Grade-level General Education Teacher
ESL Teachers
Student Teachers
Other ____________________
There are no regular participants.
Don't Know
Answer If D4. “Yes, name(s) of other teams (and description, if helpful)” Is Selected
D4.2. How often does this additional team (or individual) meet to examine behavioral or engagement
data?
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Weekly
More than once a month, but less than once a week
Once a month
More than once a quarter (or trimester) but less than once a month
Once a quarter (or once a trimester)
Three times per year
Less than 3 times per year
Don't know
D4.3. What data are regularly reviewed at these meetings that focus on behavioral or engagement data?
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Curriculum-based progress monitoring data
Oral reading fluency data
Scores on OAKS assessments
Progress toward individual goals
Developmental history information
Attendance
Grades
Office Discipline Referrals
Suspensions/Expulsions
Truancy
Daily Behavior Progress Reports
Anecdotal information about family functioning
Anecdotal information about daily functioning in class
Other ____________________
Don't know
D5. When the reading intervention data team (or individual) meets, is there a systematic process in
place for reviewing data and making decisions about the progress of individual students who are
experiencing reading problems? (For example, the data team may use pre-specified data sources to
identify one reading program from a menu of options that will best match an individual student’s
needs).
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Yes, firmly in place
Partially in place
Plan to put in place during the next school year
No, not aware of plans to put in place
Don't know
Not applicable. There is no team (or individual) that examines students in reading intervention.
D6. When the data team (or individual) reviews behavioral/engagement data, is there a systematic
process in place for reviewing data and making decisions about the progress of individual students who
are experiencing behavioral or school engagement problems?
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Yes, firmly in place
Partially in place
Plan to put in place during the next school year
No, not aware of plans to put in place
Don't know
Not applicable. There is no team (or individual) that examines students' behavioral or engagement
data.
Q88 In your opinion, what does your school or district hope to gain from participation in this project?
_____________________________________________________________________________________
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Q90 Please provide any recommendations that we can use to improve this survey.
_____________________________________________________________________________________
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D10. Additional comments on data-based decision making in your school: