Hybrid Algebra I Teacher Questionnaire

Exhibit D

Hybrid Algebra I Teacher Questionnaire

Revised 14 Dec 2007

Kentucky Virtual High School

Hybrid Algebra I Teacher Questionnaire

Directions: Please indicate your level of agreement with the following statements by rating each one from Strongly Disagree to Strongly Agree. Note: Hybrid Algebra I Approach is defined as student use of KVHS online Algebra I student courseware for two days per week or 40% of the instructional time combined with routine teacher use of strategies and resources provided in professional development.

Items	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Use of the Hybrid Algebra I Approach is effective for helping students learn key algebraic concepts.					
My teaching is student-centered when I use the Hybrid Algebra I Approach					
The Hybrid Algebra I Approach emphasizes helpful learning activities.					
I think the Hybrid Algebra I Approach effectively covers the knowledge and skills students need to successfully pass an Algebra I End of Course (EOC) exam.					
Student interest and engagement is high when I use the Hybrid Algebra I Approach.					
The difficulty level of the KVHS Algebra I student courseware is appropriate for most of my students.					
I can implement the Hybrid Algebra I Approach according to the recommended guidelines [as stated in the “Note” included with the Directions above.].					
I have received adequate training to effectively implement the Hybrid Algebra I Approach.					
I routinely use the Hybrid Algebra I Approach.					
I am able to align the KVHS Algebra I Curriculum with Kentucky’s standards-based curriculum.					
The amount of academically focused class time is high when I use the Hybrid Algebra I Approach.					
I have the essential Algebra I knowledge and skills needed to conduct classes that implement the Hybrid Algebra I Approach.					
I have the essential technology knowledge and skills needed to conduct classes that implement the Hybrid Algebra I Approach.					
I can readily obtain answers to questions regarding implementation of the Hybrid Algebra I Approach.					
I often use computers to provide differentiated instruction based on individual learner needs.					
Use of the Hybrid Algebra I Approach is effective for helping students learn key algebraic mechanics.					

While implementing the Hybrid Algebra I Approach this past year:

…how often did YOU do the following during DIRECT Instruction:	Never	Rarely	Occasionally	Frequently	Extensively
Ask "Why…” and “What if…" questions					
Use number lines, graphs, or diagrams to explain Algebra					
Use a computer to explain Algebra					

Per the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, "Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific district or individual. We will not provide information that identifies you or your district to anyone outside the study team, except as required by law.”

Paperwork Burden Statement: According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is xxx-xxx. The time required to complete this information collection is estimated to average 12 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4700. If you have comments or concernsegarding the status of your individual submission of this form, write directly to: (insert program sponsor/office), U.S. Department of Education, 400 Maryland Avenue, S.W., (insert building/room number), Washington, D.C. 20202-xxxx.

While implementing the Hybrid Algebra I Approach this past year:

…how often did YOUR STUDENTS…	Never	Rarely	Occasionally	Frequently	Extensively
Work in groups					
Write to explain algebra (e.g., descriptions, poetry, songs, reflections)					
Talk to explain algebra					
Use things like algebra tiles or blocks					
Use activities such as “guess and check”, estimating, or drawing					
Use graphing calculators					
Use computers to learn Algebra					
Use “Exit Slips”					

Math-Related Professional Development (PD)

	Not at all	Some	A lot
To what degree did the Hybrid/Spotlight PD change the way you teach Algebra I			
Not counting Hybrid and Spotlight training, to what degree has participation in the following math-related PD/graduate work (completed during the past 12 months) changed the way you teach Algebra I?	Not at all	Some	A lot	Did not complete math PD/course(s)
Workshops				
Extended (non-graduate school) PD programs				
Graduate coursework				

31. Please list any PD or other specific changes that occurred in your school, department or classroom in the last 12 months that you believe affected student success in Algebra I such use of as Carnegie Learning: Bridge to Algebra, Math Recovery, or Number World.

Your reflections about using your the Hybrid Algebra I Approach

Please place your responses to the following questions in the space provided.

31. What do you feel is the greatest benefit of using the Hybrid Algebra I Approach?

32. What do you feel is the most difficult aspect of the Hybrid Algebra I Approach?

33. How could the Hybrid Algebra I Approach be improved?

34. Would you like to teach a Hybrid Algebra I course again?

 Yes  No Please explain your choice.

35. Other comments?

The University of Memphis: Center for Research in Educational Policy

Section 2

1a. Are there regularly scheduled, structured activities or meeting times at your school designed to encourage collaboration among teachers (for example, group lesson planning, professional learning communities, etc.)?

 Yes  No [Skip to Question 2]

	One or more times per week	Two or more times per month	About once per month	Less than once per month	Never
1b. How frequently do you participate in any of these regularly scheduled group activities or meetings?					
1c. How frequently do these meetings/activities focus on the following topics:	Frequent Topic	Occasional topic		Rare topic
What students are taught (curricula, lesson plans)				
How students are taught (pedagogy)				
Student behavior/disciplinary issues				
Student assessment/achievement				

2. How frequently do you have a less formal conversation lasting at least 10 minutes with at least one other teacher in your school focused on the following topics:	One or more times per week	Two or more times per month	About once per month	Less than once per month	Never
What students are taught (curricula, lesson plans)					
How students are taught (pedagogy)					
Student behavior/disciplinary issues					
Student assessment/achievement					
Other topics related to education/teaching					
Topics NOT related to education/teaching (for example, personal life)					

3a. Over the course of the last year, have you voluntarily implemented any new approaches or ideas in your classroom that were suggested by another teacher in your school? Please do not include any changes that you were required to implement.

 Yes  No [Skip to Question 4]

3b. Please check all that apply regarding the new idea/approach you implemented:

What students are taught (curricula, lesson plans)	
How students are taught (pedagogy)	
Student behavior/disciplinary issues	
Student assessment/achievement	

4. Over the course of the last year, have you shared (either given or received) classroom materials (excluding items unrelated to teaching, such as cleaning supplies) with another teacher in your school? Check all that apply.

Handouts	
Manipulatives	
Lesson plans	
Assessments (tests)	
Other (please describe)	

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Kentucky Virtual High School

Algebra I Control Teacher Questionnaire

Directions: Please indicate your level of agreement with the following statements by rating each one from Strongly Disagree to Strongly Agree.

Note: “My district’s Algebra I curriculum” is defined as the district-approved scope and sequence for Algebra I.

Items	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Use of my district’s Algebra I curriculum is effective for helping students learn key algebraic concepts.					
My teaching is student-centered when I use my district’s Algebra I curriculum.					
My district’s Algebra I curriculum emphasizes helpful learning activities.					
I think my district’s Algebra I curriculum effectively covers the knowledge and skills students need to successfully pass an Algebra I End of Course (EOC) exam.					
Student interest and engagement is high when I use my district’s Algebra I curriculum.					
The difficulty level of my district’s Algebra I curriculum is appropriate for most of my students.					
I can implement my district’s Algebra I curriculum according to the recommended guidelines [as stated in the “Note” included with the Directions above.].					
I have received adequate training to effectively teach my district’s Algebra I curriculum.					
I routinely base my classroom instruction on my district’s Algebra I curriculum.					
I am able to align my district’s Algebra I curriculum with Kentucky’s standards-based curriculum.					
The amount of academically focused class time is high when I use my district’s Algebra I curriculum.					
I have the essential Algebra I knowledge and skills needed to conduct classes that implement my district’s Algebra I curriculum.					
I have the essential technology knowledge and skills needed to conduct classes that implement my district’s Algebra I curriculum.					
I can readily obtain answers to questions regarding implementation of my district’s Algebra I curriculum.					
I often use computers to provide differentiated instruction based on individual learner needs.					
Use of my district’s Algebra I curriculum is effective for helping students learn key algebraic mechanics.					

While teaching Algebra I this past year:

how often did YOU do the following during DIRECT Instruction:	Never	Rarely	Occasionally	Frequently	Extensively
Ask "Why…” and “What if…" questions					
Use number lines, graphs, or diagrams to explain Algebra					
Use a computer to explain Algebra					

Per the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, "Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific district or individual. We will not provide information that identifies you or your district to anyone outside the study team, except as required by law.”

Paperwork Burden Statement: According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is xxx-xxx. The time required to complete this information collection is estimated to average 12 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4700. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: (insert program sponsor/office), U.S. Department of Education, 400 Maryland Avenue, S.W., (insert building/room number), Washington, D.C. 20202-xxxx.

While teaching Algebra I this past year:

…how often did YOUR STUDENTS…	Never	Rarely	Occasionally	Frequently	Extensively
Work in groups					
Write to explain algebra (e.g., descriptions, poetry, songs, reflections)					
Talk to explain algebra					
Use things like algebra tiles or blocks					
Use activities such as “guess and check”, estimating, or drawing					
Use graphing calculators					
Use computers to learn Algebra					
Use “Exit Slips”					

Math-Related Professional Development (PD)

To what degree has participation in the following math-related PD/graduate work (completed during the past 12 months) changed the way you teach Algebra I?	Not at all	Some	A lot	Did not complete math PD/course(s)
Workshops				
Extended (non-graduate school) PD programs				
Graduate coursework				

31. Please list any PD or other specific changes that occurred in your school, department or classroom in the last 12 months that you believe affected student success in Algebra I such as use of Carnegie Learning: Bridge to Algebra, Math Recovery, or Number World.

Your reflections about using your district’s Algebra I curriculum

Please place your responses to the following questions in the space provided.

31. What do you feel is the greatest benefit of using your district’s Algebra I curriculum?

32. What do you feel is the most difficult aspect of your district’s Algebra I curriculum?

33. How could your district’s Algebra I Curriculum be improved?

34. If you teach Algebra I again, would you prefer to use the district’s current Algebra I curriculum or a revised curriculum?

 Current  Revised Please explain your choice.

35. Other comments?

The University of Memphis: Center for Research in Educational Policy

Section 2

1a. Are there regularly scheduled, structured activities or meeting times at your school designed to encourage collaboration among teachers (for example, group lesson planning, professional learning communities, etc.)?

 Yes  No [Skip to Question 2]

	One or more times per week	Two or more times per month	About once per month	Less than once per month	Never
1b. How frequently do you participate in any of these regularly scheduled group activities or meetings?					
1c. How frequently do these meetings/activities focus on the following topics:	Frequent Topic	Occasional topic		Rare topic
What students are taught (curricula, lesson plans)				
How students are taught (pedagogy)				
Student behavior/disciplinary issues				
Student assessment/achievement				

2. How frequently do you have a less formal conversation lasting at least 10 minutes with at least one other teacher in your school focused on the following topics:	One or more times per week	Two or more times per month	About once per month	Less than once per month	Never
What students are taught (curricula, lesson plans)					
How students are taught (pedagogy)					
Student behavior/disciplinary issues					
Student assessment/achievement					
Other topics related to education/teaching					
Topics NOT related to education/teaching (for example, personal life)					

3a. Over the course of the last year, have you voluntarily implemented any new approaches or ideas in your classroom that were suggested by another teacher in your school? Please do not include any changes that you were required to implement.

 Yes  No [Skip to Question 4]

3b. Please check all that apply regarding the new idea/approach you implemented:

What students are taught (curricula, lesson plans)	
How students are taught (pedagogy)	
Student behavior/disciplinary issues	
Student assessment/achievement	

4. Over the course of the last year, have you shared (either given or received) classroom materials (excluding items unrelated to teaching, such as cleaning supplies) with another teacher in your school? Check all that apply.

Handouts	
Manipulatives	
Lesson plans	
Assessments (tests)	
Other (please describe)	

Center for Research in Educational Policy: Treatment Teacher Survey