Trainer Logs Grade 5 Math

Empirical Education Inc. Surveys
AMSTI Principal Survey, UM
The information you provide is being collected for research purposes
only and will be kept strictly confidential. Please be assured that your
name and your school name will not be reported or disclosed outside
of the research agencies. Public reporting burden for this collection of
information is estimated to average about 30 minutes. Send
comments regarding this burden estimate or any other aspect of this
collection of information, including suggestions for reducing this
burden to the Department of Education 50 North Ripley Street PO
Box 302101 Montgomery, AL 36104
Questions regarding this survey or the research study can be directed
to
Laurel Sterling at [email protected] or call toll free
1-888-486-8886 ext. 127.

Principal Information
1. Please

identify yourself

Carol Barber [15]
Joy Brown [24]
Linda Chesler [2]
Cindy Echols [27]
Donna Hudson [6]
Marian Humphries [11]
Mark Kirkemier [22]
James Martin [8]
Vanessa Nason [23]
Dolia Patterson [20]

Karen Peak [18]
Sue Porter [26]
Other
2. What

is the name of your school?

m Abbeville

Elementary

Abbeville Middle
Andalusia Middle
Brantley High School
Daleville Middle School
Goshen Elementary
Goshen High School
Greenville Middle School
Highland Home School
Houston County High School
Pleasant Home High School
Red Level High School
Luverne High School
Zion Chapel High School
Other
3. Prior

to the 2006/07 school year, how many years have you worked
as a school administrator?
4. Prior

to the 2006/07 school year, how many years have
you been the principal at this school?
5a. During

the 2005/06 school year, what would have helped grade 48 teachers improve their math instruction? Select up to four items
that you think would have helped the most.

Better quality curriculum
Better organization of lessons
More planning time to develop lessons
Quality hands-on activities
Supplies for hands-on activities
Accessing technology
Accessing quality assessments
Accessing performance assessments
Professional development on math content knowledge
Professional development on instructional strategies
Professional development on the use of technology in instruction
On-Site teacher support
Other
Don’t know
Not Applicable
5b. During

the 2005/06 school year, what would have helped grade 48 teachers improve their science instruction? Select up to four items
that you think would have helped the most.
Better quality curriculum
Better organization of lessons
More planning time to develop lessons
Quality hands-on activities
Supplies for hands-on activities
Accessing technology
Accessing quality assessments
Accessing performance assessments
Professional development on science content knowledge
Professional development on instructional strategies
Professional development on the use of technology in instruction

On-Site teacher support
Other
Don’t know
Not Applicable

Instruction
Please answer the following questions about math and science
instruction at your school during the 2005/06 school year, for grades
4 through 8 only.
For questions 6a and 6b only, Consider the following description of
Inquiry-Based Instruction in which students do all of the following
activities as part of the learning process:
>Make observations
>Pose questions
>Examine books and other sources of information to see what is
already known
>Plan investigations
>Review what is already known in light of experimental evidence
>Use tools to gather, analyze, and interpret data
>Propose answers, explanations, and predictions
>Communicate the results
6a. Approximately

how much instruction conformed to this Inquirybased model in math classrooms at your school?
76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable
6b. Approximately

how much instruction conformed to this Inquirybased model in science classrooms at your school?

76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable
7a. How

much instruction incorporated hands-on activities in Math
Classrooms?
76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable
7b. How

much instruction incorporated hands-on activities in Science
Classrooms?
76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable

8a. How

much instruction in Math Classrooms required that students
use higher-order thinking skills? (i.e., where students advance from
skills such as focusing and information gathering to skills such as
integrating and evaluating)
76% to 100%
51% to 75%

26% to 50%
0% to 25%
Don’t know
Not Applicable
8b. How

much instruction in Science Classrooms required that
students use higher-order thinking skills? (i.e., where students
advance from skills such as focusing and information gathering to skills
such as integrating and evaluating)
76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable

9. Did

science teachers engage students in long-term (lasting a week
or longer) research projects?
Yes
No
Don’t know
Not Applicable

10a. How

frequently did teachers employ formative assessments to
guide their instruction in math classes?
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never

Don’t know
Not Applicable
10b. How

frequently did teachers employ formative assessments to
guide their instruction in science classes?
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable
11a. How

frequently did teachers use performance-based assessments
in math classes? (i.e., assessing students based on their application of
knowledge, skills, and work habits through the performance of tasks
that are meaningful and engaging to students)
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable

11b. How

frequently did teachers use performance-based assessments
in science classes? (i.e., assessing students based on their application of
knowledge, skills, and work habits through the performance of tasks
that are meaningful and engaging to students)

On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable

Professional Development
Please answer the following questions about the participation of this
school’s math and science teachers in professional development
during the 2005/06 school year, including the summer of 2005, for
grades 4 through 8 only.
12a. How

many teachers participated in professional development in
math (not including on-site support or collaboration meetings)?
76% to 100%
51% to 75%
26% to 50%
0% to 25%
Don’t know
Not Applicable
12b. How

many teachers participated in professional development in
science (not including on-site support or collaboration meetings)?
76% to 100%
51% to 75%
26% to 50%
0% to 25%

Don’t know
Not Applicable
13a. Which

areas were included in the math professional development
in which teachers participated? (select all that apply)
Content Knowledge
Pedagogy
Technology Use
Don’t know
Not Applicable

13b. Which

areas were included in the science professional
development in which teachers participated? (select all that apply)
Content Knowledge
Pedagogy
Technology Use
Don’t know
Not Applicable

14a. How

frequently did teachers receive on-site support (e.g.,
mentoring or coaching) for improving their instruction in math?
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never

Don’t know
Not Applicable
14b. How

frequently did teachers receive on-site support (e.g.,
mentoring or coaching) for improving their instruction in science?
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable
15a. How

frequently did teachers meet collaboratively with other
teachers about teaching math?
On a daily basis
At least weekly
At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable

15b. How

frequently did teachers meet collaboratively with other
teachers about teaching science?
On a daily basis
At least weekly

At least monthly
At least quarterly
At least twice a year
Never
Don’t know
Not Applicable
Potential Value of Technology
16. To

what extent do you agree with the following statements about
education technology? Mark one box per row.
(1=Strongly Disagree, 2=Somewhat Disagree, 3=Neither Disagree nor Agree 4=Somewhat Agree,
5=Strongly Agree)

a. Educational
technology can be used
to improve instructional
practice.
b. Educational
technology can be used
to improve teachers’
subject matter
knowledge.
d. Educational
technology can be used
to improve students’
performance on
standardized tests.

c. Educational Technology can be
used to improve student
learning.
e. Educational technology (the
availability of )can help to
narrow the achievement gap
between traditionally
underserved students and other
students.

Availability of Technology, Tools, and Resources Schoolwide
Please answer the following questions about the availability of
technology, tools, and resources for this school’s math and science
classes during the 2005/06 school year schoolwide.

17. During

the 2005/06 school year, how many computers were used
by staff and students at this school, (include all grade levels)?
more than 1000
751 to 1000
501 to 750
301 to 500
201 to 300
101 to 200
51 to 100
26 to 50
1 to 25
0
Don’t know
Not Applicable
18. During

the 2005/06 school year, how many computers were
available for students to use in this school’s centers, labs, or other
non-classroom areas, (include all grade levels)?
more than 1000
751 to 1000
501 to 750
301 to 500
201 to 300
101 to 200
51 to 100
26 to 50
1 to 25
0

Don’t know
Not Applicable
Technology for Math and Science Grades 4-8
Please answer the following questions about the availability of
technology, tools, and resources for this school’s math and science
classes during the 2005/06 school year, for grades 4 through 8 only.
19a. How

many computers were available for students to use in the
classroom for math lessons?
One computer for each student
One computer for every two students
One computer for every three students
One computer for every four students
One computer for every five students
One computer for every six or more students
Did not have computers in the classroom
Don’t know
Not Applicable
19b. How

many computers were available for students to use in the
classroom for science lessons?
One computer for each student
One computer for every two students
One computer for every three students
One computer for every four students
One computer for every five students
One computer for every six or more students
Did not have computers in the classroom

Don’t know
Not Applicable
20a. How

many graphing calculators were available for students to use
in the classroom for math lessons?
One graphing calculator for each student
One graphing calculator for every two students
One graphing calculator for every three students
One graphing calculator for every four students
One graphing calculator for every five students
One graphing calculator for every six or more students
Did not have graphing calculators in the classrooms
Don’t know
Not Applicable
20b. How

many graphing calculators were available for students to
use in the classroom for science lessons?
One graphing calculator for each student
One graphing calculator for every two students
One graphing calculator for every three students
One graphing calculator for every four students
One graphing calculator for every five students
One graphing calculator for every six or more students
Did not have graphing calculators in the classrooms
Don’t know
Not Applicable

21a. How

many scientific calculators were available for students to use
in the classroom for math lessons?
One graphing calculator for each student
One graphing calculator for every two students
One graphing calculator for every three students
One graphing calculator for every four students
One graphing calculator for every five students
One graphing calculator for every six or more students
Did not have graphing calculators in the classrooms
Don’t know
Not Applicable
21b. How

many scientific calculators were available for students to use
in the classroom for science lessons?
One graphing calculator for each student
One graphing calculator for every two students
One graphing calculator for every three students
One graphing calculator for every four students
One graphing calculator for every five students
One graphing calculator for every six or more students
Did not have graphing calculators in the classrooms
Don’t know
Not Applicable
22a. How

many basic/4 function calculators were available for
students to use in the classroom for math lessons?
One basic/4 function calculator for each student
One basic/4 function calculator for every two students
One basic/4 function calculator for every three students
One basic/4 function calculator for every four students
One basic/4 function calculator for every five students

One basic/4 function calculator for every six or more students
Did not have basic/4 function calculators in the classrooms
Don’t know
Not Applicable
22b. How

many basic/4 function calculators were available for
students to use in the classroom for science lessons?
One basic/4 function calculator for each student
One basic/4 function calculator for every two students
One basic/4 function calculator for every three students
One basic/4 function calculator for every four students
One basic/4 function calculator for every five students
One basic/4 function calculator for every six or more students
Did not have basic/4 function calculators in the classrooms
Don’t know
Not Applicable
23a. Were

the math classrooms well equipped with manipulatives?

Yes, manipulatives were available for all students in all classes.
The school had some manipulatives, but not enough for all
students in all classes.
No, the school did not have manipulatives.
Don’t know
Not Applicable
23b. Were

the science classrooms well equipped with materials (for
hands-on science)?
Yes, sufficient materials were available for all students in all
science classes.
The school had some materials, but not enough for all students in
all classes.
No, the school did not have materials for hands-on science

lessons.
Don’t know
Not Applicable

Current Scientific and Mathematical Instruments
During the 2005/06 school year, were the following technologies
available to teachers and/or students in classrooms or in the school’s
labs, centers or other areas for grades 4 to 8 ? Check all that apply.
24a. Sensors

for use with computers

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24b. Sensors

for use with graphing calculators

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24c. Probes

for use with computers

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms

For student use in labs or other areas
Not available for students
24d. Probes

for use with graphing calculators

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
Computers and Connectivity
During the 2005/06 school year, were the following technologies
available to teachers and/or students in classrooms or in the school’s
labs, centers or other areas for grades 4 to 8 ? Check all that apply.
24e. Desktop

computer

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24f. Laptop

computer

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students

24g. Personal

digital devices (e.g. PDA, tablet computer, etc.)

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24h. Technologies

specific to content area (e.g. Geometer’s Sketchpad,

Probeware)
For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24i. Access

to the Internet via telephone modem

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24j. Access

to high-speed Internet (e.g. through a cable modem or

DSL)
For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers

For student use in classrooms
For student use in labs or other areas
Not available for students
24k. School

intranet access (i.e. electronic communication exclusively
within the school)
For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
Computer Peripherals and Software
During the 2005/06 school year, were the following technologies
available to teachers and/or students in classrooms or in the school’s
labs, centers or other areas for grades 4 to 8 ? Check all that apply.
24l. Printers

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24m. CD-ROM

or DVD Drive

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms

For student use in labs or other areas
Not available for students
24n. A

device to project a computer screen for class viewing (LCD
projector)
For teacher use i n classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24o. Touch

Screen

For teacher use i n classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24p. Scanners

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24q. Digital

photography and/or video equipment

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers

For student use in classrooms
For student use in labs or other areas
Not available for students
24r. Word

processing software

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24s. Spreadsheet

software (e.g. Excel)

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24t. Presentation

software (e.g. PowerPoint)

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24u. Multimedia

editing or authoring tools (e.g. Hyper Studio)

For teacher use in classrooms
For teacher use in labs or other areas

Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24v. Email

software

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students
24w. Web

page creation software (e.g. Dreamweaver)

For teacher use in classrooms
For teacher use in labs or other areas
Not available for teachers
For student use in classrooms
For student use in labs or other areas
Not available for students

Technical Support
How well was this school able to meet its needs for technical
support?
(Answer each item below)
25a. Overall

technical support needs

Not Very Well
Moderately Well
Very Well

Don't Know
Not Applicable
25b. Installing

equipment

Not Very Well
Moderately Well
Very Well
Don't Know
Not Applicable
25c. Installing

networks

Not Very Well
Moderately Well
Very Well
Don't Know
Not Applicable
25d. Maintaining

equipment

Not Very Well
Moderately Well
Very Well
Don't Know
Not Applicable
26. Who

had primary responsibility for supporting educational
technology in this school during the 2005/06 school year? (Select one)
Full-time, paid technology director/coordinator
Part-time, paid technology director/coordinator
Librarian/Media Specialist
District staff (including district-provided help desk)
Teacher or other staff as part of formal responsibilities

Volunteers (including teachers, other school staff, and community
members)
Consultant/outside contractor
No one
Other. Please specify:
Don’t know
Not Applicable

Community Support
During the 2005/06 school year, to what extent were communitybased organizations (the chamber of commerce, small businesses,
faith-based institutions) involved in supporting the math and/or
science programs in your school?
(Answer each item below)
27a. Community

Partners Provided Financial Support

Not At all
A little
To a moderate extent
A great extent
Don't Know
Not Applicable
27b. Community

Partners Provided Technology/Equipment

Not At all
A little
To a moderate extent
A great extent
Don't Know
Not Applicable

27c. Community

Partners Provided Refreshments for events
such as parent nights or trainings
Not At all
A little
To a moderate extent
A great extent
Don't Know
Not Applicable
27d. Community

Partners Provided School Supplies

Not At all
A little
To a moderate extent
A great extent
Don't Know
Not Applicable
27e. Community

Partners Provided Tutors/Mentors

Not At all
A little
To a moderate extent
A great extent
Don't Know
Not Applicable
27f. Community

Partners Provided Other Please Describe

Other Initiatives
28. Please

list the initiatives in which your school participated during
the 2005/06 school year.
Alabama Reading Initiative
Alabama Reading First Initiative
Alabama Science In Motion
LAMST
Other
Don’t know
Not Applicable
29. Please

list all math and science curricula used in your school
during the 2005/06 school year,
for grades 4-8 only.

30. Please

provide any other comments you would like to share about
math, science,
and/or technology instruction, only for grades 4 – 8 at this school.

31. Please

provide any other comments you would like to share about
this research project or this survey?