7092 | APLL

Demographics

Q1: What is your current role in your school?

Special Education Teacher

Q1.1: School Names(s) Oakley Elementary School

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

1
2
3
4

Q1.3: Total Years in Education 27

Q1.4: Total Years in Current Role 10

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

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

LETRS

Professional Development on Science-based Literacy Practices

Q2: Generally, when our school implements a new program or process, Almost no one is 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? Neutral influence (no positive or negative 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 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) Less than 30 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 Very strong

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 Very strong alignment

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

Q21: To what degree does your school or district provide you literacy instructional materials? I have most of 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? Very experienced

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

Q25: How would you describe your experience collaborating with colleagues during core literacy instruction (e.g., co-teaching)? Moderately 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 Not sufficient

Q30: Which of the following best describes your access to student literacy data to determine instructional goals? I can access all 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? I measure the success of my intervention strategies by growth on the Fastbridge progress monitoring and benchmark assessments. My ultimate goal is to get the student to meet benchmark outcomes and move out of intervention.

Q33: What do you believe are the main challenges students are currently having in learning to read and write Teachers are not all implementing core curriculum with fidelity. The scope and sequence of the core phonics program is not being followed. We need to change our intervention model to one in which all students get targeted, skill based assistance which is only happening in some grade levels at this point. We need all staff trained in science of reading strategies. We need students to be practicing and reading outside of school. We also need increased time in the classroom spent on quality literacy instruction.

Q34: What barriers are you facing in meeting your students’ literacy needs? The school schedule for specials is not conducive to giving students the time they need in the classroom. We have teachers who are not buying in to the science of reading strategies and are wanting to continue to do what they have always done. We need to revamp our current model for intervention so that all students are receiving targeted skills based instruction. Administration (building level) lacks knowledge of best practices for teaching reading.

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 MembersCoordination

Childcare ProvidersNo interaction at all

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

School LibraryCoordination

Community LibraryNetworking

General Education TeachersCoordination

Special Education TeachersCoordination

Building AdministratorsCoordination

District AdministratorsCoordination

Instructional CoachesNo interaction at all

ELA/Instruction Curriculum SpecialistsNo interaction at all

Special Education Curriculum Specialists/CoordinatorsNo interaction at all

ParaeducatorsCoordination

English language teachers/coordinatorsNo interaction at all

Reading SpecialistsNo interaction at all

InterventionistsCoordination

OtherNo interaction at all