Santa Cruz County Math Initiative Survey

Audience: Classroom Teachers, Instructional Coaches and Administrators

The Santa Cruz County Math Initiative (SCCMI) led by the Santa Cruz County Office of Education will establish a network of mathematics leadership teams countywide to align professional learning with the goals outlined in the 2023 California Math Framework and the Common Core Standards. In this initiative, we will foster a shared math vision and craft district-specific strategic plans to fully implement the math framework. This will enhance mathematics teaching and learning in Santa Cruz County schools.

Your feedback will serve as foundational reflection on our identity as math instructors and as leaders, how our systems are working to prioritize and support classroom instruction, and our pedagogy as it relates to the new math framework. Here is an excerpt from the framework to clarify its content and purpose.

The 2023 Mathematics Framework includes guidance that will help educators to structure the teaching of the state’s rigorous standards around “Big Ideas” that integrate rather than isolate transitional kindergarten through grade twelve (TK–12) math concepts—a best practice in high-performing countries. This approach encourages teachers to think about how the Big Ideas in mathematics connect both within and across grade levels in developmental progressions. It emphasizes development of the habits of mind and habits of interaction described in the Standards for Mathematical Practice—for example, persevering in problem solving, explaining one’s thinking, constructing arguments—that students need in order to become powerful users of mathematics and better interpret and understand their world.

As you are responding to sections 2 & 3, consider your role. If you are an onsite leader or coach, reflect on the practices of educators on your site. If you are a district leader reflect on what you observe or what you know is common practice at school sites overall.

Question Title

* 1. Math Identity

	Strongly Disagree									Strongly Agree
I enjoy math.	I enjoy math. Strongly Disagree	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math.	I enjoy math. Strongly Agree
I am confident in my understanding of math.	I am confident in my understanding of math. Strongly Disagree	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math.	I am confident in my understanding of math. Strongly Agree
I feel capable of learning new math concepts.	I feel capable of learning new math concepts. Strongly Disagree	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts.	I feel capable of learning new math concepts. Strongly Agree
I model a productive disposition towards math for others.	I model a productive disposition towards math for others. Strongly Disagree	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others.	I model a productive disposition towards math for others. Strongly Agree
I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students. Strongly Disagree	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students.	I understand the relationship between my math identity and those of my students. Strongly Agree
My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math. Strongly Disagree	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math.	My classroom environment communicates positive regard for math. Strongly Agree
My students enjoy math.	My students enjoy math. Strongly Disagree	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math.	My students enjoy math. Strongly Agree
My students are confident and engaged as math learners.	My students are confident and engaged as math learners. Strongly Disagree	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners.	My students are confident and engaged as math learners. Strongly Agree
I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement. Strongly Disagree	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement.	I believe I can make a positive impact on students' math achievement. Strongly Agree

Question Title

* 2. District and School Systems

	Strongly Disagree									Strongly Agree
My school culture reflects high regard for math.	My school culture reflects high regard for math. Strongly Disagree	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math.	My school culture reflects high regard for math. Strongly Agree
Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals. Strongly Disagree	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals.	Time allotted for math instruction is appropriate, in balance with other student learning goals. Strongly Agree
Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math. Strongly Disagree	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math.	Educators have access to the materials and resources we need to teach math. Strongly Agree
Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders. Strongly Disagree	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders.	Educators have access to ample coaching and/or professional development to help us grow as math teachers or leaders. Strongly Agree
We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data. Strongly Disagree	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data.	We have systems in place to gather and anaylze both formative and summative math achievement data. Strongly Agree
I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data. Strongly Disagree	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data.	I plan math instruction in response to student achievement data. Strongly Agree
I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement. Strongly Disagree	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement.	I collaborate with colleagues to plan and reflect on math instruction and achievement. Strongly Agree
Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data. Strongly Disagree	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data.	Learners receive math interventions, paraprofessional support, and other modifications in response to progress monitoring data. Strongly Agree
Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning. Strongly Disagree	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning.	Learners have access to extension opportunities and other challenges to stretch their math learning. Strongly Agree
I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs. Strongly Disagree	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs.	I have the autonomy to adjust math planning and instruction in response to student needs. Strongly Agree

Question Title

* 3. Pedagogy

	Strongly Disagree									Strongly Agree
I organize math instruction around big ideas.	I organize math instruction around big ideas. Strongly Disagree	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas.	I organize math instruction around big ideas. Strongly Agree
I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks. Strongly Disagree	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks.	I offer learners open-ended, engaging math tasks. Strongly Agree
I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice. Strongly Disagree	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice.	I teach math in culturally responsive ways that promote equity and social justice. Strongly Agree
In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion. Strongly Disagree	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion.	In the context of math learning, I invite student questions, conjectures and discussion. Strongly Agree
I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning. Strongly Disagree	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning.	I prioritize reasoning and justification as part of math learning. Strongly Agree

Question Title

* 4. What is your role?

Classroom Teacher

Site Instructional Coach

District Instructional Coach

Site Administrator

District Administrator

Question Title

* 5. What is the name of your district or charter?

Question Title

* 6. What grade span do you teach or work with?

TK-3

4-5

6-8

9-12