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 1850–0839 (expires 10/31/2010). The time required to complete this information collection is estimated to average 40 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: Rafael (Ray) Valdivieso, U.S. Department of Education, 555 New Jersey Avenue, N.W., Room 506E, Washington, D.C. 20208.
The Collaborative Reading Strategies Study (CSR Study) is a groundbreaking study designed to test an innovative method for teaching reading comprehension in the fifth grade. Your participation is important and appreciated, but you do have the right to skip any question that you do not wish to answer. Below are answers to some general questions concerning this survey.
The purpose of this survey is to collect information about the classrooms of the teachers participating in the study.
The CSR Study was commissioned by the Department of Education’s Institute of Education Sciences, and is administered by Regional Educational Laboratory - Southwest, American Institutes for Research, Caliber Associates and RG Research Group.
Policymakers and educational leaders rely on findings from studies like the CSR Study to inform their decisions. The current study will fill a critical gap in the reading research literature as to what is effective for improving reading achievement, especially for children who are English language learners. Your participation in the study will help us to find out whether CSR is an effective solution.
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.
The information you provide will be combined with the information provided by other teachers in statistical reports. No information that links your name, address, or telephone number with your responses will be included in any reports related to the study.
Please return the completed survey to the person who gave you the survey.
If you have any questions about the survey, you can ask them from the person who gave you the survey, or you can contact the coordinator of data collection, Anja Kurki, either by phone (202) 403-5153 or by email [email protected].
Thank you for your cooperation in this very important effort!
1. Which category best describes the class(es) for which you provide reading and social studies instruction?
I have a self-contained classroom. I am the main reading and social studies teacher for students enrolled in the classroom. (A few students may get extra help from a reading specialist or other teacher.) |
I team teach with another teacher. We share joint responsibility for reading and social studies instruction for all our students. |
I team teach with another teacher. I have responsibility for reading and social studies instruction for some of the students, and my team teacher has responsibility for reading and social studies instruction for other students. (That is, we are regularly responsible for different groups of students within the class.) |
I do not teach reading. |
I do not teach social studies. |
Other. Please specify |
2. A student teacher is defined as someone who is not yet licensed or certified to teach, who is completing a degree program that will lead to a degree in teaching and licensure or certification, and who will take over the teaching of your class for a period of time. Please check the statement/s that best describe your experience with student teachers this school year and fill in the number of weeks a student teacher taught in your classroom.
I had a student teacher in my classroom in the fall. S/he took over all teaching for ____ weeks. |
I have or will have a student teacher in my classroom this spring. S/he will take over all teaching for ____ weeks. |
I did not have a student teacher in my classroom during the fall and I will not have a student teacher in my classroom this school year. |
3. Think about the students for whom you currently provide reading instruction. Do you expect to provide reading instruction for most of these students for the full school year, or does your school periodically re-assign students to classes for reading over the school year?
I expect to continue to provide reading instruction for most of the students in my current class all year. |
My school periodically re-assigns students in my current class for reading. |
4. In answering 2a-2g, include ALL of the students to whom you teach reading, whether you teach reading on your own in a self-contained classroom, to a group that includes students from other classes, or to more than one group of students.
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Enter # below |
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a. |
What is the total number of students to whom you currently teach reading? |
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b. |
How many of your reading students receive intervention services in reading from you or another teacher or tutor? Reading Intervention is a program designed for struggling readers to be used only with struggling readers in addition to the core reading program. |
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c. |
How many of your students are reading at or above grade level? |
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d. |
How many of your students are reading one year below grade level? |
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e. |
How many of your students are reading two or more years below grade level? |
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f.
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How many of your students are English Language Learners (ELL), also referred to as Limited English Proficient (LEP), English for Speakers of Other Languages (ESOL), or English as a Second Language (ESL) students? (e.g., Spanish, Russian, Chinese) |
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g. |
How many of your students are special education students with Individualized Education Plans (IEP’s) who receive special education services in reading? |
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5. At this point in the school year, how would you rate the behavior in your class? Please mark (x) one box.
Group misbehaves very frequently and is almost always difficult to handle |
Group misbehaves frequently and is often difficult to handle |
Group misbehaves occasionally |
Group behaves well |
Group behaves exceptionally well |
6. In a typical week, do you have paid and/or volunteer aides or specialists assist in your class in the following ways? Please indicate separately whether paid and/or volunteer aides assist you in your classroom. If you do not have aides or specialists in a particular category, you only need to check the relevant box in the right column.
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Paid aide/ specialist |
Volunteer aide/ specialist |
Do not have this type of aide or specialist assistance |
Regular Aides |
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Working directly with children on instructional tasks |
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Doing non-instructional work (e.g., photocopying, preparing materials, etc.) |
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Pulling children out of class to work on instructional tasks |
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Special Education Aides or Specialists |
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Working directly with children on instructional tasks |
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Doing non-instructional work (e.g., photocopying, preparing materials, etc.) |
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Pulling children out of class to work on instructional tasks |
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ESL or Bilingual Education Aides or Specialists |
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Working directly with children on instructional tasks |
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Doing non-instructional work (e.g., photocopying, preparing materials, etc.) |
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Pulling children out of class to work on instructional tasks |
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Reading Specialists Who Work Primarily with Students |
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Working directly with children on instructional tasks |
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Doing non-instructional work (e.g., photocopying, preparing materials, etc.) |
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Pulling children out of class to work on instructional tasks |
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7. What reading program (such as Open Court Reading) or curriculum do you use in your classroom? Please check all that apply.
Basal reader, such as Open Court or Houghton Mifflin |
School-wide literacy model, such as Success for All or Balanced Literacy |
Teacher (i.e., self) developed reading curriculum |
District or school developed literature-based (i.e., trade books) curriculum |
Other (please specify) _________________________________________ |
8. What kind of professional development have you received regarding the reading program or curriculum that you are currently using?
None |
Start-up training only |
Ongoing support only (e.g., mentoring, coaching, consultation) |
Start-up training plus ongoing support |
9. What social studies program or curriculum do you use in your classroom? Please check all that apply.
Title of the text book:_______________________________________________________________________ |
If a social studies textbook is used, is it supplemented with trade books?
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Teacher (i.e., self) developed social studies curriculum |
District developed social studies curriculum |
Social studies curriculum consisting primarily of trade books |
Other (please specify) _________________________________________ |
How many weeks are spent on student/class projects?
____________________ weeks
How many times per week do you use Collaborative Strategic Reading (CSR) approach and instructional practices that you learned about in the beginning of 2007 school year?
I did not use CSR approach in my classroom
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1 time a week
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2 times a week
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3 times a week
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4 times a week
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5 times a week
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6+ times a week
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Did you meet with your CSR coach during the fall of 2007?
Yes |
No. Please skip to question 14. |
How many times and approximately for how long did you meet with the CSR coach?
__________________times for approximately _______________________minutes.
In your opinion, is CSR having a positive effect on the reading skill growth, particularly reading comprehension skills, of your students?
Yes |
No |
We would like to learn about teachers’ experiences collaborating with other teachers in their schools.
Please think about both formal activities at your school intended to encourage collaboration and informal
conversations you have with other teachers.
Not including the current school year and not including student teaching, how many years have you been a teacher? If this is your first year teaching, answer “zero.”
_________________ years
Not including the current school year and not including student teaching, how many years have you taught in your current school? If this is your first year in this school, answer “zero.”
_________________ years
Some teachers work independently while other teachers prefer to get input from other teachers. Would you say you get…
.. No input |
.. Minimal input |
.. Moderate input |
.. A great deal of input |
How comfortable are you receiving advice from other teachers?
.. Not at all comfortable |
.. Slightly comfortable |
.. Moderately comfortable |
.. Completely comfortable |
How comfortable are you offering advice to other teachers?
.. Not at all comfortable |
.. Slightly comfortable |
.. Moderately comfortable |
.. Completely comfortable |
How supportive are other teachers at your school when you need help or advice with teaching?
.. Not at all comfortable |
.. Slightly comfortable |
.. Moderately comfortable |
.. Completely comfortable |
How receptive are other teachers at your school when you need help or advice with teaching?
.. Virtually no teachers are receptive |
.. Some teachers are receptive, but a majority are not |
.. A majority of teachers are receptive, but some are not |
.. Nearly every teacher is receptive |
In general, how often do you participate in any organized group activities or meetings involving other teachers at your school…
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Number of times per week |
Number of times per month |
Number of times per year |
…that primarily focus on administrative issues, such as schedules, upcoming events, and teachers work assignments? |
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…that primarily focus on issues pertaining to student instruction/behavior? |
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Think of changes that you have made over the past year that were due to suggestion from another teacher in your school OR due to having observed another teachers in your school.
Do NOT include changes that were due to a principal, or to someone outside of your school, that you were required to make, or that occurred as a regular part of the school calendar (for example, changes that always occur when switching from fall to spring semesters).
Mark all that apply
Changes in…
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Mark all that apply |
…classroom materials that you use such as |
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Handouts |
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Books |
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Hands-on learning materials |
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Computer software |
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Assessments (tests) |
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Behavior charts |
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Parent communication product (for example, daily reports) |
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Other (please describe) |
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… how you teach lessons that you’ve taught in the past |
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… curriculum that involve teaching new lessons |
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… the homework you assign to students |
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… how you handle behavior problems involving an individual student |
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… your overall approach to managing student behavior in your class |
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… classroom management unrelated to discipline |
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… strategies for communicating with parents |
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… the classroom setting (physical environment) |
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…your own understanding of materials/procedures that you currently use |
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… your own understanding of the content of what you teach |
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… your approach to teaching specific groups of students (for example, students who are less proficient in English than they are in another language) |
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… your approach to any aspect of extra-curricular activities that you might be involved with (for example, coaching, tutoring or helping in an after school program). |
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| File Type | application/msword |
| File Modified | 0000-00-00 |
| File Created | 0000-00-00 |