7088 | APLL

Demographics

Q1: What is your current role in your school?

Administrator

Q1.1: School Names(s) St. John-Hudson Elementary

Q1.3: Total Years in Education 19

Q1.4: Total Years in Current Role 3

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.

Reading Specialist

Professional Development on Science-based Literacy Practices

Q2: Generally, when our school implements a new program or process, Most 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? Often

Q4: How do teacher collaborative teams (e.g., PLC, grade-level team, department) influence literacy instruction in your classroom? Significant positive influence

Q5: If you observe other teachers instructing, (e.g., lesson study, peer observation), how does this practice influence your own classroom instruction? I do not or have not engaged in observations of other teachers at my school

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

Q7: The way we communicate within our school about literacy instruction is Neither effective nor ineffective

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

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 Poor

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

Our school or district has personnel with science-based literacy preparation or certification who provide PD. No

How often do members of your administrative leadership team typically participate in professional development with teachers? 90-100% of the time

Our schoolwide professional development plan... Includes a focus on science-based literacy.

Access to Instructional Coaching on Science-based Literacy Practices

Q12: Teachers can request to work with an instructional coach. No

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 every week for educators to collaborate.

Q19: To what extent will professional learning focused on science-based literacy practices align with your classroom goals Neither strong nor weak 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? Very experienced

Q23: How would you describe your experience adjusting literacy instruction to meet the needs of academically diverse learners? Moderately 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)? Not 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)? Very experienced

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

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

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

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

Q32: How do you measure the success of your literacy instruction? AimsWeb, KITE Interim and Summative Assessments, Classroom Based Assessments

Q33: What do you believe are the main challenges students are currently having in learning to read and write Short attention spans, overdosing on screen time, busy/chaotic home lives, dyslexia and other learning challenges.

Q34: What barriers are you facing in meeting your students’ literacy needs? Things are a bit scattered right now. I don't always feel that the science of literacy push and the conversations about standards alignment mesh very well. An over focus on standards takes away from the ability to fully apply science of reading concepts for EVERY child at the pace that they need. However, teacher are still expected to align to standards and move at an appropriate pace in order to prepare students for high stakes summative assessments. That is a LOT of pressure and many do not know which direction to go, how to pace things, and how to make it all meld together into something cohesive within their grade level or content area and vertically.

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 MembersCooperation

Childcare ProvidersNetworking

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

School LibraryCoordination

Community LibraryCoordination

General Education TeachersCollaboration

Special Education TeachersCollaboration

Building AdministratorsCollaboration

District AdministratorsCollaboration

Instructional CoachesNo interaction at all

ELA/Instruction Curriculum SpecialistsCoalition

Special Education Curriculum Specialists/CoordinatorsCoalition

ParaeducatorsCoordination

English language teachers/coordinatorsNo interaction at all

Reading SpecialistsNo interaction at all

InterventionistsCollaboration

OtherNo interaction at all