Spring Implementation Teacher Survey

APPENDIX C
Spring (Implementation) Teacher Survey

Dear Teacher,
As you know, you and your school are participating in the Evaluation of Mathematics Curricula.
Mathematica Policy Research, Inc. (MPR), along with SRI International, is conducting the study
for the U.S. Department of Education’s Institute of Education Sciences. As part of the study, we
are gathering information about your experiences with the curriculum you are piloting and the
training and support you have received.
We greatly appreciate your participation in this study, and, as part of that participation, we ask
you to complete the enclosed spring questionnaire. This is the second of two surveys we are
asking you to complete this school year; the first you completed in the fall.
All of the information yo u provide will be kept confidential and used for research purposes only.
No one at your school will see your responses, and you will not be identified in any report or
presentation. While your participation in this study is voluntary, it is very important that you
complete the questionnaire. With only a few hundred teachers in the study this year, every
response is critical in understanding teachers’ classroom experiences.
As a thank you, you will receive a check for $10 once you have returned this set of completed
questionnaires. Please use the enclosed envelope to mail your responses by April 30, 2009.
If you have any questions, please contact Melissa Thomas toll- free at 866-869-3187, or by e- mail
at mthomas@mathematica- mpr.com.
Thank you for your help with this important study.
Sincerely,

Roberto Agodini
Study Director

SPRING 2009 TEACHER SURVEY
NATIONAL EVALUATION OF ELEMENTARY MATHEMATICS CURRICULA
U.S. DEPARTMENT OF EDUCATION

TEACHERS: IF ABOVE INFORMATION IS INCORRECT,
PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL

Please return the completed form to:

If you have questions, please contact:

Evaluation of Elementary Mathematics Curricula
Mathematica Policy Research
707 Alexander Road, Building 3, Suite 304
Princeton, NJ 08540

Alisa Ainbinder
Phone: 866-869-3187
Fax: 202-863-1763
E-mail: [email protected]

This survey is authorized by the U.S. Department of Education (P.L. 20 U.S.C. 1221e-1) and the Confidential
Information Protection and Statistical Efficiency Act of 2002. These laws require that the survey sponsor treat
all information you provide as confidential. The information you provide will be used only for research and
statistical purposes by the survey sponsor, its contractors, and collaborating researchers for the purpose of
analyzing data and preparing scientific reports and articles. Any information publicly released (such as
statistical summaries) will be in a form that does not personally identify you. Your response is voluntary.
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 number. The OMB control number for this survey is
1850-0813. The time required to complete this survey is estimated to average 20 minutes. If you have any
comments concerning the accuracy of the time estimate or suggestions for improving this form, please write
to: U.S. Department of Education, Washington, DC 20202-4651. If you have comments or concerns about
the content of this questionnaire, contact Melissa Thomas (phone: 866-869-3187, e-mail:
[email protected]).

OMB NO: 1850-0813
EXPIRATION DATE: xx/xx/xxxx
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INSTRUCTIONS
Many of the questions on this survey ask for information about the assigned curriculum.
This refers to the math curriculum you were assigned to use this year as a participant in
the Evaluation of Elementary Mathematics Curricula. (Your assigned curriculum is
indicated on the label of the survey cover.)
Some of the questions on this survey ask for information about your target class.
•

If you teach math to one class or one group of first-, second-, and/or
third-grade students, this is your target class.

•

If you teach math to more than one class or to multiple groups of first-,
second, and/or third-grade students, please answer questions about
your target class for ONE of these classes. You will be mailed
additional forms that allow you to provide class-specific information for
your other first-, second-, and/or third-grade math classes.

This survey is designed to collect information from teachers who provide either primary
math instruction or supplemental math instruction (e.g., as a resource teacher or as
someone who works with English language learners, students with special learning needs,
etc.) to first-, second-, and/or third-grade students.
On questions that ask about the extent to which you are implementing features of the
assigned curriculum or using instructional materials provided by the publisher, please
reflect in your responses what you are truly implementing. As you complete the survey,
do not worry about whether your practices are consistent with instructions from the
publisher. This will help us more fully understand teachers' experiences with, and
implementation of, each curriculum.

Important note:
Please use a BLACK pen. Blue or red pens and pencil cannot be read by our scanners.
When asked to mark boxes, make an "X" through the box.
Sample:
Right
Wrong
Use block printing when you complete any text or numeric responses.
If you wish to change a response, please mark the correct response and CIRCLE it.

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YOUR ROLE IN MATH INSTRUCTION
1. Do you teach math to first-, second-, and/or third-grade students at this school?
Yes
No

J

If you do not teach math to first-, second-, and/or third-grade students, you do not
need to complete this survey. Please describe your duties at the school or district, and
return the survey in the enclosed envelope.

2a. Have you been teaching math to the same class(es) of first-, second-, and/or third-grade
students at this school since the beginning of this school year (2008-09)?
Yes

J

SKIP to Question 3a

No

2b. If you replaced a teacher mid-year, please indicate below who you replaced, the month you
took over the class, and whether you expect to lead the class through the end of the year.

I replaced the following teacher(s):

Month when I took over the class:
Aug

Sep

Oct

Nov

Dec

Jan

Feb

I expect to lead the class through the end of the year:

Mar

Apr

Yes

No

PUBLISHER-PROVIDED CURRICULUM TRAINING, RESOURCES, AND SUPPORT
3a. Since the start of this school year, has any in-person follow-up training or on-site support
from the publisher of the assigned curriculum been available to assist you in teaching math?
Yes
No

J

SKIP to Question 4a

Don't know

J

SKIP to Question 4a
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3b. Since the start of this school year, have you participated in any in-person follow-up
training or on-site support from the publisher of the assigned curriculum?
Yes
No

J

SKIP to Question 4a

3c. Since the start of this school year, how many hours have you spent participating in this
in-person follow-up training or on-site support from the publisher of the assigned
curriculum?
hours

4a. Are the following types of support available from the publisher of the assigned curriculum
to assist you in teaching math? Mark (X) one box for each row.
Yes

No

Don't
know

a. Phone support
b. Online support
c. CD or DVD-based or printed reference materials (not including textbooks)
d. Other support

J

Please specify in the box below:

4b. How often have you used each type of support from the publisher of the assigned curriculum?
Mark (X) one box for each row.
Less than
Never

once a
month

Once a
month

2-3 times a
month

Weekly
or more

Not
applicable

a. Phone support
b. Online support
c. CD or DVD-based or printed reference
materials (not including textbooks)
d. Other support

J Please specify below:

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OTHER PROFESSIONAL DEVELOPMENT IN MATH THIS SCHOOL YEAR
5. Since the start of this school year, have you participated in any math professional
development activities NOT provided by the publisher of the assigned curriculum?
Yes
No

J

SKIP to Question 8

6. Since the start of this school year, have you participated in any professional development
activities on the following math topics that were NOT provided by the publisher of the
assigned curriculum (COLUMN A)? If yes, how many hours did you spend on these
activities (COLUMN B)? This includes but is not limited to courses you have taken for
recertification or advanced certification, workshops sponsored by your school or district,
conferences, or other training that is relevant to your teaching of math.
For each row, mark (X) one box in Column A. If you answer "Yes," then mark (X) one box in
Column B for that row.
COLUMN B: Number of hours of participation
Professional development topic

COLUMN A:
Participation

a. Math instruction

Yes

No

b. Math content

Yes

No

Performance standards in
math education

Yes

No

d. Other math-focused
professional development

Yes

No

c.

8 or
fewer

9-16

17-32

33-40

More than
40

7. Since the start of this school year, what have been the sources of your professional
development in math? Mark (X) all that apply.
Math-focused workshops or training provided by your school or district
Math-focused coursework taken toward a credential for teaching
University coursework in math or math instruction, not including coursework for a credential
Activities such as conferences or working groups about math
Meeting with colleagues on a regular basis about math (e.g., to discuss instructional
approaches, assessment, etc.)
Other professional development in math

J

Please specify:

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MATH INSTRUCTION IN YOUR TARGET CLASS

8. Which of the following best describes the grade(s) you teach in your target class?
If you teach more than one target class, please think of ONE of these classes.
Mark (X) only one box.
Kindergarten and Grade 1

Grade 3 only

Grade 1 only

Grade 3 and Grade 4

Grade 1 and Grade 2

Other

J

Please specify:

Grade 2 only
Grade 2 and Grade 3

9. How many first-, second-, and/or third-grade students are currently enrolled in your
target class? If you teach more than one target class, please also specify on the line provided
the name of the class you are considering your target class on this survey (e.g., Period 1 math,
or Mrs. Tanaka's class).
first-grade students

J

second-grade students

third-grade students

Name of target class:

10. Approximately how many first-, second-, and/or third-grade students in your target class are:
High math achievers:

first-grade

second-grade

third-grade

Average math achievers:

first-grade

second-grade

third-grade

Low math achievers:

first-grade

second-grade

third-grade

11. Approximately how many first-, second-, and/or third-grade students in your target class
have an Individualized Education Plan (IEP)?
Students with an IEP:

first-grade

second-grade

third-grade

12. Approximately how many first-, second-, and/or third-grade students in your target class are:
Limited English proficient:

first-grade

second-grade

third-grade

English proficient or
native English speakers:

first-grade

second-grade

third-grade

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13. On average, how many minutes per week do you spend preparing to teach math to your
target class, using the assigned curriculum (including lesson planning, grading student
work, etc.)?
minutes per week

14. On average, how many days per week do you teach math to your target class?
days per week

15. For approximately how many minutes each day do you teach math to your target class
(on the days that you teach math)?
minutes per day (on the days you teach math)

16a. Are you using the assigned curriculum as your core math curriculum?
Yes
No

J
J

SKIP to Question 17a
If no, please specify the name and publisher of your core curriculum:

16b. If you are not using the assigned curriculum as your core math curriculum, please explain
why:

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17a. Do you use other math materials in addition to the core curriculum with your target class?
This can include materials that are teacher-created or not yet published.
No
Yes

J
J

SKIP to Question 18
Please specify the name(s) and publisher(s) of the materials:

17b. For what purpose(s) are the materials specified in Question 17a being used with your target
class? Mark (X) all that apply.
Remediation with a small group of students
Remediation with the entire class
Enrichment with a small group of students
Enrichment with the entire class
As a replacement for selected units or lessons in the assigned curriculum
As a supplement to units or lessons in the assigned curriculum
To address state standards not otherwise covered by the assigned curriculum
Other

J Please specify:

17c. How often do you supplement the core curriculum with materials or math problems from
other sources? Mark (X) only one box.
Almost daily
Once or twice a week
Once or twice a month
Less than once a month
Never
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18. So far this year with your target class, approximately how many lessons have you taught
that cover each of the following topics? We are interested in your best estimate of the number
of lessons you have spent on the following topics up to this point in the school year. Include all
lessons, regardless of whether you used the assigned curriculum.
Mark (X) one box for each row.
None I did not
teach this
topic

Approximate number of lessons on…

1-5
lessons

6-10
lessons

11-15
lessons

More
than 15
lessons

a. Counting, with whole numbers
b. Understanding numbers less than 10
c. Adding and subtracting, with whole numbers
d. Addition and subtraction facts, with whole numbers
e. Multiplying and dividing, with whole numbers
f. Multiplication and division facts, with whole numbers
g. Place value, with whole numbers
h. Fractions
i. Decimals
j. Percents
k. Geometric shapes or spatial relationships
l. Creating, continuing, or predicting patterns
m. Word problems
n. Collecting or analyzing data
o. Graphs
p. Probability
q. Measurement of length or capacity with standard tools
(e.g., rulers, measuring cups)
r. Non-standard measurement of length or capacity
s. Time
t. Money
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19. So far this year, approximately what percentage of the lessons from the assigned curriculum
have you used with your target class? Mark (X) only one box.
Less than 20%
20-49%
50-79%
80-100%

20. How often do you use the following materials from the assigned curriculum with your target
class? Mark (X) one box for each row.
Never

Less than
once a
month

Once or
1-2
3-4
twice a times a times a
month
week
week Daily

a. Student worksheets
b. Student workbooks or textbooks
c. Student assessments
d. Manipulatives
e. Lesson plans or lesson scripts
f. Supplemental student materials recommended by
the publisher (math literature, calculators, etc.)
g. Supplemental classroom materials recommended
by the publisher (number line, calendar, etc.)

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21. Please indicate the extent to which you agree or disagree with the following statements
about the assigned curriculum. Mark (X) one box for each row.
Strongly
disagree

Disagree

Agree

Strongly
agree

a. I have had adequate opportunities to learn about the curriculum.
b. I can explain to other teachers how to use the curriculum.
c.

The curriculum corresponds well with the math understandings I
want my students to demonstrate.

d. The curriculum is aligned well with our state curriculum standards.
e. The curriculum conflicts with my preferred approach to math
instruction.
f.

The curriculum assumes major changes in the way I teach math.

g. The curriculum has prompted me to change some of my teaching
practices in math.
h. The curriculum is more trouble than it is worth.
i.

I am committed to the implementation of the curriculum.

j.

All first- and second-grade teachers in my school are committed to
the implementation of the curriculum.

k.

Administrators at my school are committed to the implementation
of the curriculum.

l.

I believe my students will score better on required accountability
tests because of their experience with the curriculum.

22. Please indicate the extent to which you agree or disagree with the following statements
about the response of your target class to math instruction. For each row, choose the option
that best reflects your experience. Mark (X) one box for each row.
Strongly
disagree

Disagree

Agree

Strongly
agree

a. Students frequently misbehave during math instruction.
b. Students seem excited about learning math.
c.

Students are attentive during math instruction.

d. Students seldom make errors during math instruction.

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23. Please indicate how strongly you agree or disagree with the following general
statements about teaching math. Mark (X) one box for each row.
Strongly
disagree

Disagree

Agree

Strongly
agree

a. Whenever students ask how to solve a math problem, teachers
should provide a thorough explanation.
b. Formative assessments are an important means of documenting
students' learning (e.g., observations of student work to gauge
student progress).
c.

It is important that students not have mathematical
misconceptions at the end of a lesson.

d. Students learn from one another when they work together on
math problems.
e. Students should demonstrate mastery of one math concept
before proceeding to the next concept.
f.

Students learn math best when they share their reasoning about
a math problem with other students.

g. It is important that teachers observe and listen to how students
think about math.
h. A math concept is learned best if it grounded in real life when it is
first introduced.
i.

Teachers should emphasize computational skills.

j.

Teachers should clearly model to students how to solve a type of
problem they have never seen before.

k. Students should primarily work individually in math to ensure that
they master skills and are able to work on their own.

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24. About how often do students in your target class take part in the following activities?
(Include only activities that take place during math instruction.)
Mark (X) one box for each row.
Never

Less than
once a
month

1-2
Once or
3-4
twice a times a times a
week
month
week Daily

a. Work in small groups or with a partner
b. Practice or take tests on computational skills
c. Work individually on math problems from
worksheets, or a textbook/workbook
d. Work on investigations or problems that extend for
several days
e. Write about how to solve a problem
f. Do problems that have more than one correct
solution
g. Discuss different ways of solving a problem
h. Reference other students' ideas in their
contributions to class discussions
i. Explain a math concept or procedure to the other
students
j. Ask mathematical questions of other students
k. Use manipulatives, pictures, or diagrams to solve
problems
l. Use manipulatives, pictures, or diagrams to
support explanations
m. Work on activities that integrate math with other
subjects
n. Write in math journals (e.g., explain their
mathematical reasoning or create their own math
problems)
o. Take part in activities designed to develop rapid
recall of math facts
p. Practice math facts using manipulatives, pictures,
or diagrams for support

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25. How often do you do the following with your target class? Mark (X) one box for each row.
Less than Once or
twice a
once a
month
Never
month

Once or
twice a
week

1-2
3 or more
times a times a
day
day

a. Prompt students to explain their answers.
b. Invite students to use multiple strategies or
solutions to a problem.
c. Ask students to demonstrate a procedure or
concept to other students.
d. Ask students to explore a concept or procedure
before it is modeled.
e. Demonstrate or model math concepts or
procedures for students.
f. Differentiate math instruction for students at
different ability levels.

26a. What strategies do you use to respond to students' errors during math instruction?
Mark (X) all that apply.
Correct the student’s mistake as soon as possible.
Ask the student questions that guide him/her to the correct answer.
Ask another student for the correct answer.
Use the incorrect response as a basis for an exercise or class discussion about the misconception.
Re-teach the procedure and/or concept.
Other

J Please specify:

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26b. Of the strategies selected in Question 26a (above), which one do you use the most often?
Mark (X) only one box.
Correct the student’s mistake as soon as possible.
Ask the student questions that guide him/her to the correct answer.
Ask another student for the correct answer.
Use the incorrect response as a basis for an exercise or class discussion about the misconception.
Re-teach the procedure and/or concept.
Other

J Please specify:

27. What percentage of math instructional time do students in your target class spend
practicing math procedures and the recall of math facts?
% of math instructional time

28. If given your choice of math curriculum to use next year, how likely are you to choose the
assigned curriculum over other curricula available in your district? Mark (X) only one box.
Very likely
Likely
Not at all likely

29. Please enter today's date (MM/DD/YYYY):

/

/

30. If your name is not printed on the label on the cover of this survey, please write your name
in the spaces below
First name
Last name

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SCOTT FORESMAN-ADDISON WESLEY CURRICULUM IMPLEMENTATION
31. How often do you do the following activities with your target class? Please note that not all
of the activities listed are meant to be done every day, and consider your practices over the
course of the year. Mark (X) one box for each row.
Never

Less than
once a
month

1-2
Once or
3-4
twice a times a times a
week
month
week Daily

a. Do the Spiral Review
b. Do the Investigating the Concept activity
c. Use manipulatives during the lesson
d. Group students into small groups for
collaborative activities
e. State the objective of the lesson
f. Do the Warm Up activity
g. Use the Talk About It questions
h. Provide the recommended Error Intervention for
struggling students
i. Use the Think About It questions
j. Introduce the vocabulary specified in the lesson
k. Provide step-by-step instructions and guidance
to students on how to complete the practice page
l. Provide additional activities for "early finishers"
m. Ask students to complete the Learn! section of
student worksheets
n. Use the Leveled Practice provided for students
at varying levels (below, on level, above)
o. Provide reading assistance to students as they
complete the practice page
p. Use Instant Check Mat
q. Provide opportunities for students to use online
materials or other supplemental materials
provided by SFAW
r. Ask students to complete the journal activity
s. Ask students to complete the test-taking practice
t. Administer SFAW assessments

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THANK YOU VERY MUCH FOR COMPLETING THE SURVEY.
If you have additional comments, please feel free to write them below.

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