7145 | APLL

Demographics

Q1: What is your current role in your school?

General Education Teacher

Q1.1: School Names(s) Westside Elementary

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

1

Q1.3: Total Years in Education 17

Q1.4: Total Years in Current Role 17

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.

LETRS

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? Positive 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 the right number of 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 Sometimes reasonable and sometimes 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) Less than 30 minutes

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

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

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? Negative influence

Q14: I feel comfortable requesting literacy support from a coach. Probably no

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 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 about half 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? 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? 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? I measure the success of my literacy instruction through the use of formal assessments (letter sound tests, word reading tests, fluency assessments). I also utilize informal assessment during class work.

Q33: What do you believe are the main challenges students are currently having in learning to read and write I believe early intervention and early access to education is a big struggle for students in our community. Lack of communication from school to home to help parents understand how to support their students learning.

Q34: What barriers are you facing in meeting your students’ literacy needs? Time constraints. Lack of good resources to help pinpoint specific skill deficits to provide more targets instructions. Limitations on the resources we are allows to utilize.

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 MembersCollaboration

Childcare ProvidersNo interaction at all

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

School LibraryCollaboration

Community LibraryNetworking

General Education TeachersCollaboration

Special Education TeachersCollaboration

Building AdministratorsCollaboration

District AdministratorsCollaboration

Instructional CoachesCooperation

ELA/Instruction Curriculum SpecialistsCooperation

Special Education Curriculum Specialists/CoordinatorsNo interaction at all

ParaeducatorsCoordination

English language teachers/coordinatorsCoordination

Reading SpecialistsCooperation

InterventionistsCooperation

OtherNo interaction at all