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** Directions: ** Using the rating scales, check the descriptor you believe best indicates the conditions of the current program and curriculum. The last three sections are to be answered by specific teachers in the areas of RTI/MLS, Special Education, and AI/E group. Fill out all areas that pertain to your area of teaching and expertise, and please continue until you reach the “Thank You” message at the end of the survey. ** Background Information ** What is your current grade level? (Check one) Grade 5 Grade 6 Grade 7 Grade 8 Which of the following best describes your current position? (Check one) Which category reflects your years of teaching experience? (Check one) Less than 5 years 5-10 years 11-15 years 15 or more years 1) To what extent do you agree or disagree with each of the following statements?  2) How effectively does the curriculum guide provide instructional strategies to support the following components? 3a) To what extent do you agree or disagree with the following statements? 3b) To what extent do the texts and materials, available in your school, support the needs of your students? Also, rate the quality of the materials. 4) To what extent are the following assessments effective for assessing and evaluating your students?   4a) To what extent are the following assessments effective for assessing and evaluating your students? 4b) To what extent are the following assessments effective for assessing and evaluating your students? 4c) To what extent do you agree or disagree with the following statements? ** Professional Development ** 5a) To what extent do you agree or disagree with each of the following statements? “The professional development opportunities I attended…     ** Ineffective **  || 5b) To what extent do you agree or disagree with each of the following statements? “ _ was a beneficial **professional-development** opportunity for me this school year.” ** Ineffective ** || 5c) During the past year have you … 5d) In which areas of the **Language Arts Curriculum** would you like to receive more support? __Check all that apply.__ Guided Reading Study Writing Workshop Interactive Writing Guided Writing Enrichment Differentiated Instruction Grammar Vocabulary || Shared Reading Reading Workshop Read Alouds Book Clubs Word Wall Reciprocal Teaching Assessments Other: || 5e) Evaluate whether each of the following **professional development** practices are beneficial? 1. To what extent do you agree or disagree with each of the following?  2. I have a solid understanding of:  3. Please respond to the following:  4. Do you currently include explicit **grammar instruction** in your class? Consider the following and respond.  To what extent do you agree or disagree with each of the following statements?  **//  Thank you for your time in filling out this survey!  //**  **//  Your responses will greatly assist the evaluation committee as it examines the current 5-8 program and makes recommendations for the future.   //**
 * This survey is designed as a vehicle for feedback and input for the Language Arts Literacy program evaluation.  **
 * General Education Teacher ||
 * Special Education Teacher ||
 * Bilingual/ELL/ESL Teacher ||
 * IS (MLS)/Resource Teacher ||
 * Other (specify) ||
 * ** The Curriculum ** ||
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * The curriculum supports a balanced/comprehensive literacy approach. ||    ||     ||     ||     ||
 * I find it easy to locate instructional strategies in the curriculum guide. ||     ||     ||     ||     ||
 * || ** Strongly Effective  ** || **  Effective  ** || **  Ineffective  ** || **  Strongly Ineffective  ** ||
 * Read Alouds || || || || ||
 * Shared Reading || || || || ||
 * Guided Reading || || || || ||
 * Book Club Discussions || || || || ||
 * Sustained Silent/ Independent Reading || || || || ||
 * Modeled Writing || || || || ||
 * Shared Writing || || || || ||
 * Interactive Writing || || || || ||
 * Guided Writing || || || || ||
 * Independent Writing || || || || ||
 * Think Alouds || || || || ||
 * Mini-lessons || || || || ||
 * Prewriting || || || || ||
 * Drafting || || || || ||
 * Editing || || || || ||
 * Revising || || || || ||
 * Conferencing || || || || ||
 * Inquiry || || || || ||
 * Connecting Reading and Writing || || || || ||
 * Visual Aids || || || || ||
 * Graphic Organizers || || || || ||
 * Word Sorts || || || || ||
 * Fluency || || || || ||
 * Differentiation || || || || ||
 * Students with reading difficulties || || || || ||
 * Grammar || || || || ||
 * Spelling || || || || ||
 * English Language Learners || || || || ||
 * ** Materials/Resources ** ||
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * The books in my school support my teaching. ||   ||   ||   ||   ||
 * There are books available in my school to support teaching reading strategies. ||   ||   ||   ||   ||
 * I often feel the need to purchase my own materials to supplement instruction. ||  ||   ||   ||   ||
 * || ** Strongly Effective  ** || **  Effective  ** || **  Ineffective  ** || **  Strongly Ineffective  ** ||  Multicultural  ||  Supports Teaching  ||  Good condition  ||  Not-applicable  ||
 * Leveled Texts (for small groups) || || || || || || || || ||
 * Periodicals || || || || || || || || ||
 * Novels || || || || || || || || ||
 * Grade-Level Author Collections || || || || || || || || ||
 * Picture Books || || || || || || || || ||
 * ~for comprehension strategies || || || || || || || || ||
 * ~for writer's craft || || || || || || || || ||
 * Dictionaries || || || || || || || || ||
 * Thesaurus || || || || || || || || ||
 * Classroom Libraries || || || || || || || || ||
 * Audio Books || || || || || || || || ||
 * Computer Software || || || || || || || || ||
 * ** Assessment  ** ||
 * || ** Strongly Effective  ** || **  Effective  ** || **  Ineffective  ** || **  Strongly Ineffective  ** ||
 * QRI-4 ||   ||   ||   ||   ||
 * Interest Inventory ||   ||   ||   ||   ||
 * Major Point Interview for Readers ||   ||   ||   ||   ||
 * Individual Conferencing/Observation Notes ||   ||   ||   ||   ||
 * Reader Self-Reflection ||   ||   ||   ||   ||
 * Reading Comprehension Strategies Rubric ||   ||   ||   ||   ||
 * Open-ended Reading Response Rubric ||   ||   ||   ||   ||
 * Book Club Discussion Rubric ||   ||   ||   ||   ||
 * Independent Reading Response Rubric ||   ||   ||   ||   ||
 * Other – please specify: ||   ||   ||   ||   ||
 * Word Study Assessments **
 * || ** Strongly Effective  ** || **  Effective  ** || **  Ineffective  ** || **  Strongly Ineffective  ** ||
 * DSA (Words their Way) ||   ||   ||   ||   ||
 * Feature Inventory Assessment ||   ||   ||   ||   ||
 * Writing Assessments **
 * || ** Strongly Effective  ** || **  Effective  ** || **  Ineffective  ** || **  Strongly Ineffective  ** ||
 * Anecdotal Records for Writing ||   ||   ||   ||   ||
 * Holistic Scoring Rubric ||   ||   ||   ||   ||
 * Major Point Interview for Writers ||   ||   ||   ||   ||
 * Interest Inventory ||   ||   ||   ||   ||
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * I understand the difference between assessment and evaluation. ||   ||   ||   ||   ||
 * The curriculum provides strategies or tools for evaluating student work. ||  ||   ||   ||   ||
 * || ** Strongly  **
 * Effective ** || **  Effective  ** || **  Ineffective  ** || **  Strongly  **
 * supported building my knowledge base.” || || || || ||
 * were aligned with my teaching goals.” || || || || ||
 * were aligned with my level of experience.” || || || || ||
 * taught me new instructional strategies that were useful.” || || || || ||
 * gave me tools to support students with reading difficulties.” || || || || ||
 * gave me tools to support students with writing difficulties.” || || || || ||
 * emphasized individual differences in student learning.” || || || || ||
 * || ** Strongly  **
 * Effective ** || **  Effective  ** || **  Ineffective  ** || **  Strongly  **
 * Collaborative Learning Group || || || || ||
 * Curriculum Mondays || || || || ||
 * Bridgewater-Raritan Teachers College (CEU Courses) || || || || ||
 * District In-Service Professional Development Days (Columbus Day & Dr. Martin L. King Day || || || || ||
 * Coaching/Demonstration Lessons || || || || ||
 * || ** No ** || ** Yes ** ||
 * Received individual coaching or mentoring || || ||
 * Observed demonstrations of teaching techniques || || ||
 * Participated in Out-of-District Workshops || || ||
 * Used professional texts, videos to enrich your knowledge || || ||
 * District Personnel/Administrators || || ||
 * || Yes |||| No ||
 * Observing model teachers in-district || || || ||
 * Observing model teachers out-of-district || || || ||
 * Grade-level collaboration time || || || ||
 * Release time for curriculum training sessions || || || ||
 * Inviting out-of-district experts in for staff development || || || ||
 * Full professional Development Days  || || || ||
 * Other ___ || || || ||
 * ** Reading Instruction ** ||
 * 1) What changes would you like to see in the current reading program?
 * 1) To what extent do you agree or disagree with each of the following?
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * Novel-based instruction is the most effective way to structure the LAL classroom. ||    ||     ||     ||     ||
 * Anthology-based instruction is the most effective way to structure the LAL classroom. ||    ||     ||     ||     ||
 * Thematic units are a good way to structure the reading curriculum. ||    ||     ||     ||     ||
 * Genre is a good way to structure the reading curriculum. ||    ||     ||     ||     ||
 * There are enough supplemental materials (short story, poetry, nonfiction texts, etc.) available to support the reading curriculum. ||    ||     ||     ||     ||
 * Allowing for student choice enhances delivery of the reading curriculum. ||    ||     ||     ||     ||
 * Guided reading is necessary at my grade level. ||    ||     ||     ||     ||
 * Guided reading books are appropriate to instruct students at my grade level. ||    ||     ||     ||     ||
 * There are enough novels for teachers to use. ||    ||     ||     ||     ||
 * Novels are available when I need them. ||    ||     ||     ||     ||
 * Materials are available at appropriate reading levels for all students. ||    ||     ||     ||     ||
 * There are resources available for me to use with students who are not reading at grade level. ||    ||     ||     ||     ||
 * Most students need direct instruction on the reading strategies at my grade level. ||    ||     ||     ||     ||
 * Having core novels for each grade level is important. ||    ||     ||     ||     ||
 * I have enough time to complete all required components of the reading curriculum. ||    ||     ||     ||     ||
 * There are clear benchmarks articulated in the curriculum for reading evaluation. ||    ||     ||     ||     ||
 * I know what reading skills students should have by the end of the school year. ||    ||     ||     ||     ||
 * ** Writing Instruction ** ||
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * There are enough resources to teach all the forms of writing: Narrative, Expository, Persuasive, Descriptive. ||    ||     ||     ||     ||
 * There is adequate time to meet all learning objectives designated for my grade level. ||    ||     ||     ||     ||
 * I have knowledge of all forms of writing. ||    ||     ||     ||     ||
 * I know how to effectively plan each unit of writing. ||    ||     ||     ||     ||
 * I have enough time to teach writing daily. ||    ||     ||     ||     ||
 * I understand the writing workshop model and how to implement it in my classroom. ||    ||     ||     ||     ||
 * The curriculum guide provides support for writing process instruction. ||    ||     ||     ||     ||
 * The curriculum guide provides mini-lessons to meet individual needs of students. ||    ||     ||     ||     ||
 * Guided Writing ||    ||     ||     ||     ||
 * Independent Writing ||    ||     ||     ||     ||
 * Mini-lessons ||    ||     ||     ||     ||
 * The Writing Process ||    ||     ||     ||     ||
 * Conferencing ||    ||     ||     ||     ||
 * The curriculum is effective at supporting your teaching of || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * Descriptive Writing ||    ||     ||     ||     ||
 * Narrative Writing ||    ||     ||     ||     ||
 * Expository Writing ||    ||     ||     ||     ||
 * Persuasive Writing ||    ||     ||     ||     ||
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * I understand grammar very well and am confident in teaching it to my students. ||    ||     ||     ||     ||
 * I currently understand the scope and sequence for grammar instruction K-8. ||    ||     ||     ||     ||
 * The curriculum supports my grammar instruction. ||    ||     ||     ||     ||
 * There are enough resources and materials available for grammar instruction. ||    ||     ||     ||     ||
 * Special Education Specialists/Inclusion Teachers only: **
 * || ** Strongly Agree  ** || **  Agree  ** || **  Disagree  ** || **  Strongly Disagree  ** ||
 * The Language Arts Literacy curriculum guide supports differentiated instruction for your independent students. ||    ||     ||     ||     ||
 * You have appropriate materials for extending reading instruction for your independent students. ||    ||     ||     ||     ||
 * You have appropriate materials for extending writing instruction for your independent students. ||    ||     ||     ||     ||
 * You have appropriate materials for extending word study/vocabulary instruction for your independent students. ||    ||     ||     ||     ||
 * The Language Arts Literacy curriculum guide targets skills for academically independent/E level students. ||    ||     ||     ||     ||
 * The allotted time periods are appropriate for extending literacy instruction in the classroom? ||    ||     ||     ||     ||
 * The self-contained environment allows you additional time for extending literacy instruction/ activities in the classroom. ||    ||     ||     ||     ||