7148 | APLL

Demographics

Q1: What is your current role in your school?

General Education Teacher

Q1.1: School Names(s) Westside

Q1.2: Grade(s) taught in current role

Kindergarten
1
2
3
4
5

Q1.3: Total Years in Education 24

Q1.4: Total Years in Current Role 13

Q1.5: What is the highest level of education you have completed? Master's degree

Q1.6: Please indicate which of the following additional literacy-focused programs or certifications you have completed.

Other (please specify)

Q1.6b: If you chose Other on 1.6 Working on LETRS currently

Professional Development on Science-based Literacy Practices

Q2: Generally, when our school implements a new program or process, About half of us are invested in implementing it.

Q3: How often do I use what I have learned from PD sessions on literacy in my classroom instruction? Sometimes

Q4: How do teacher collaborative teams (e.g., PLC, grade-level team, department) influence literacy instruction in your classroom? Neutral influence (no positive or negative influence)

Q5: If you observe other teachers instructing, (e.g., lesson study, peer observation), how does this practice influence your own classroom instruction? Positive influence

Q6: How do you describe the literacy PD opportunities available to teachers in your school(s)? We have too few opportunities.

Q7: The way we communicate within our school about literacy instruction is Ineffective

Q8: The number of new practices teachers are expected to implement each year seems Mostly unreasonable.

Q9: During a typical week, I engage in job-embedded literacy-focused professional learning (e.g., PLC meetings, team collaboration, on-site or virtual learning sessions, individual or group instructional coaching) 30-60 minutes

Q10: The quality of our technology and internet connectivity is Good

Q11: Generally, my technology skills for using virtual tools during literacy professional development and coaching are Strong

Access to Instructional Coaching on Science-based Literacy Practices

Q12: Teachers can request to work with an instructional coach. Yes

Q13: How does your participation in instructional coaching influence your literacy instruction? Neutral influence (no positive or negative influence)

Q14: I feel comfortable requesting literacy support from a coach. Probably yes

Q15: Teachers at my school can access instructional coaching in a number of ways (one-on-one, small group, virtual, in-person, blended). Yes

Q16: My instructional coach helps me improve literacy instruction by setting meaningful goals, modeling best practices, observing my instruction, providing data-driven feedback, and providing resources. My coach provides none of these.

Q17: Making time for literacy-focused instructional coaching in my building Is not a priority, but we fit it where we can.

Supporting Classroom Implementation of Science-based Literacy Practices

Q18: Which statement best describes collaborative time teachers spend together focused on literacy practices? Our school provides some protected time about once per month for educators to collaborate.

Q19: To what extent will professional learning focused on science-based literacy practices align with your classroom goals Strong alignment

Q20: Professional learning focused on science-based literacy practices will meet the needs of the students in our system. Sometimes

Q21: To what degree does your school or district provide you literacy instructional materials? I have all the materials I need.

Q22: How would you describe your experience using a variety of literacy assessment tools and techniques? Slightly experienced

Q23: How would you describe your experience adjusting literacy instruction to meet the needs of academically diverse learners? Very experienced

Q24: How would you describe your experience with providing science-based literacy instruction? Moderately experienced

Q25: How would you describe your experience collaborating with colleagues during core literacy instruction (e.g., co-teaching)? Slightly experienced

Q26: How would you describe your experience supporting explicit instruction of literacy skills relative to your student population (e.g., phonics, fluency, comprehension, writing)? Moderately experienced

Q27: How would you describe your experience supporting a systematic scope and sequencing of literacy skills building from simple to complex? Moderately experienced

Q28: How would you describe your experience integrating elements of literacy instruction (e.g., phonics, fluency, comprehension, writing)? Moderately experienced

Q29: For teachers expected to implement science-based literacy instruction, class time is Somewhat sufficient

Q30: Which of the following best describes your access to student literacy data to determine instructional goals? I can access some of the data I need.

Q31: When a child is not making progress with their reading skills, there is someone available to provide more targeted support. Sometimes

Q32: How do you measure the success of your literacy instruction? Student improvement

Q33: What do you believe are the main challenges students are currently having in learning to read and write lack of at home support

Q34: What barriers are you facing in meeting your students’ literacy needs? Teachers are discouraged from giving students silent reading time at our school.

Partner Collaboration

Q35: Using the scale provided below, please indicate the extent to which you currently interact with each of the following School & School District Literacy Partners.

Family MembersNetworking

Childcare ProvidersNetworking

Related Service Providers (e.g. speech language pathologists, occupational therapists, guidance counselors, school nurse)Coordination

School LibraryCoordination

Community LibraryCooperation

General Education TeachersCoordination

Special Education TeachersCoordination

Building AdministratorsNetworking

District AdministratorsNo interaction at all

Instructional CoachesNo interaction at all

ELA/Instruction Curriculum SpecialistsNetworking

Special Education Curriculum Specialists/CoordinatorsNo interaction at all

ParaeducatorsCoordination

English language teachers/coordinatorsCooperation

Reading SpecialistsNo interaction at all

InterventionistsNo interaction at all

OtherNo interaction at all