Study of Digital Learning Resources for Instructional English Learner Students

Task Order 27
Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 3) Revised District Survey

July 11, 2016

Submitted to:
U.S. Department of Education
Office of Planning, Evaluation and Policy Development

Submitted by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850-3129
(301) 251-1500

Study of Digital Learning Resources for
Instructing English Learner Students
Task 4.4 (Part 3) Revised District Survey

Prepared by:
Annette Zehler
Karin Katterfeld
Adrienne von Glatz
Jennifer Flynn
Eva Chen
Mihiri Silva
Westat
Philip Vahey
Daniela Torre
Kaily Yee
Savitha Moorthy
Kea Vogt
SRI International
Yesim Yilmazel-Sahin
OneWorld Linguistic Consulting, LLC
Michael Jay
Educational Systemics

Study of Digital Learning Resources (DLRs) for Instructing English Learner Students

District Survey
District:
Respondent’s Name:
Email:

State:
Title:
Phone:

Date: _____________________

NOTE: The primary respondent for this survey is the administrator or coordinator who is most knowledgeable
about instruction received by English learner (EL) students in your district. Other district administrators or staff
may assist as needed.
PURPOSE OF THE SURVEY
 The goal of this nationally representative survey is to inform the U.S. Department of Education on the use of
Digital Learning Resources (DLRs) in the instruction of EL students.
 Your responses will help to ensure that the findings accurately inform educators and decisionmakers.
 The findings will inform the development of a guide for educators in using DLRs to support EL students.
 Districts in the study will receive an electronic copy by email upon its publication by the Department of Education.
INSTRUCTIONS
The focus of this survey is on use of DLRs in the instruction provided to EL students in your district. In responding:
(1) Consider all instruction that your district provides to EL students, including instruction in general education
classes as well as specialized instruction for ELs.
(2) Respond based on the current 2016–17 school year, except where otherwise noted.
(3) If you are the main respondent for the survey, please reach out to other district staff as needed to complete
items. The online survey password can be shared, or you may use a paper copy to print out the survey for others to
directly respond to items.

Thank you for your assistance!

CONFIDENTIALITY
We will not present any personally identifiable information in any report or publication resulting from the study; we will not
identify your school or district in any study report or publication; and no responses will be linked with any identifying
information in any final data files created for the study. All responses will be aggregated and summarized across respondents.
The study team will protect or maintain confidentiality of your responses except as may be required by law. No individuals
other than research staff will see any individually identifying data (for example, names or addresses). Your participation is
voluntary; however, your district’s participation is very important to providing policymakers with accurate and complete
information. Data collection is being conducted in only a sample of districts throughout the nation. This greatly increases the
importance of your response since it represents many other districts.
If you have any questions about the study, please call 866-xxx-xxxx. If you have questions about your rights as a study
participant, please call the Westat Human Subjects Protections office at 1-888-920-7631. Please leave a message with your full
name, the name of the study (Study of DLRs for Instructing English Learner Students), and a phone number beginning with the
area code. A research office staff person will return your call as soon as possible.
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such a
collection displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time
required to complete this information collection is estimated to average 55 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 or suggestions for improving the survey, please write: U.S. Department of
Education, Washington D.C. 20202-4651. If you have comments or concerns regarding the contents or the status of your individual
survey, write directly to: Study of the Use of Digital Learning Resources (DLRs) in Instructing EL Students, Policy and Program Studies
Service, Office of Planning, Evaluation and Policy Development, 400 Maryland Ave, SW, Washington DC 20202.

Definitions: Digital Learning Resources
Digital Learning Resources (DLRs) refers to digital resources such as applications, software, programs, or websites that engage students in learning activities and support
students’ learning goals. There are three categories of DLRs: digital academic content tools, digital productivity tools, and digital communication tools. DLRs as defined here do
not include the hardware or infrastructure needed to use the digital resources.
DLR Category

Digital
Academic
Content
Tools

Definition
Software, applications,
programs, or websites that
offer academic content
resources and/or engage
students in activities to
learn academic content or
skills, including but not
limited to language and
literacy content or skills.

Category

Types and Examples
 Interactive tutorials or lessons (adaptive and other) such as an interactive lesson on life cycle of a butterfly or a math tutorial on

fractions.
Designed Learning
Activities

parameters, and see the results.
past history or explore a desert environment.
 Dictionaries, encyclopedias, e-books, topic blogs, and/or topic-focused websites that serve as information resources, such as an

Language Resource
Tools

Digital
Productivity
Tools

 Dynamic modeling or simulation tools such as a physics simulation that lets students manipulate virtual equipment, change
 Virtual worlds that immerse a student in a fully interactive environment such as one that allows a student to roam in a period of

References/
Resources

Software or online
programs or websites that
students use to plan,
document, organize, and
analyze content. They do
not contain academic
content.

 Practice and assessment tools such as a math program that provides multiple opportunities to practice addition skills.

online encyclopedia that offers students pictures, facts, and videos about mammals or a digital dictionary.
 Visual and auditory topic-related resources such as a YouTube video on earthquakes and plate tectonics.
 Translation tools that assist students by providing a translation to another language; and
 Language articulation tools that assist a student to accurate production of a language such as by showing images of how a sound

should be produced and/or by letting a student record and listen to his/her own voice to compare with the model.
 Presentation/Publication Tools such as slide presentation software that allows students to create a series of slides to

Presentation Tools
Word Processing Tools

communicate what they have learned about a topic or to publish a digital story about a memorable day. Both may include music,
images, and/or video.
 Word Processing software that allows students to write text to support their learning activities in a variety of ways.
 Spreadsheet tools that allow students to organize and track information, such as entering and tracking local rainfall over time;
 Data analysis and representation tools that allow students to analyze and represent information such as using a tool to analyze

Information
Organization Tools

and summarize the characteristics of selected Native American groups or tribes in the Southwest;
 Concept-mapping tools that let students visually represent relationships among sets of information, such as to create a mindmap

of the American Revolution or create a concept map for the causes of the Civil War; and/or
 Story-templates that assist students to communicate a narrative using text and/or images, as in retelling a story they have heard.

Digital
Communication
Tools

Software or online
programs or websites that
students use to
communicate, collaborate,
network, or present
information. They do not
contain academic content.

Asynchronous/
Synchronous
Text Communications

 Discussion boards or forums where individuals can post reactions and/or comments to provide feedback and/or share

perspectives, such as where students write in-depth analysis of the novel they are reading and give feedback to their peers’
analyses; and
 Emails, text messaging, chats, for example, used as means of providing feedback to support student learning.
 Blogs or student journals allow students opportunities to share and/or reflect on their learning experiences, such as a student

Reflection
Tools

who uses a journal entry to reflect on her understanding of particular math concepts.

Videoconferencing/
Meeting Tools
Project Collaboration
Tools

 Videoconferencing or meeting tools provide a remote means of seeing and speaking with others in real time, as where a science

class sees and talks with NASA experts, or students in a Spanish dual language class see and share a geography game with
Spanish-speaking peers in Mexico.
 Document-sharing tools or other tools that provide an online platform where students can work on products together, as in

cases where students have access to and jointly edit a shared book report.

Multiple individual DLRs can be combined in an Integrated DLR Set
Integrated
DLR
Sets

A structured combination of
individual DLRs to provide a complete
core or supplemental curriculum.
Often, DLR sets are licensed as a
package by a school district.

Core Curriculum Integrated DLR Set
Supplemental Integrated DLR Set

A math program for grades 6–8 that combines visual lessons with embedded assessments,
productivity tools, and flexible class management tools into one package.
A math intervention for at-risk students in grades 6–12 that provides tutorials, practice
activities, and progress monitoring tools to inform instruction.

DEFINITIONS, continued
English learner (EL) student refers to students who are individuals not born in the United States or whose native
language is other than English and individuals who come from non-English-dominant environments whose skills in
English are so limited that they derive little benefit from regular school instruction. “English learner” also refers to
students who have no proficiency in English. Note: If your district has an operational definition for EL students, then
use your district’s definition in responding.
General education or mainstream instruction refers to instruction in grade-level classrooms or academic content
area classes that is provided as the instruction for the school’s general student population, and that is not a
classroom or class structured as English learner instructional services (see below). Note: General education
classrooms or classes can include English learner students.
English learner instructional services are instructional programs or services designed specifically to meet the
needs of EL students in gaining proficiency in English and learning academic content. These include:












Bilingual instruction: An educational program or instructional approach in which two languages, English and
the students’ native language, are used to provide content instruction to classes of EL students. Bilingual
programs may promote proficiency in both languages with the goal of students’ becoming fully bilingual, or
the students’ native language is used initially to assist in students’ transition to all-English instruction and then
decreased over time.
English as a Second Language (ESL) instruction: ESL programs (also English language development (ELD) or
English for Speakers of Other Languages (ESOL)) provide instruction that focuses on the structure and use of
the English language, using carefully articulated English language instruction designed to meet the needs of
students at various levels of English proficiency. The instruction may use content materials related to the
curriculum and typically involves little or no use of the native language. ESL instruction can be provided in
scheduled class periods or as push-in instruction (the ESL instructor works with students within an ongoing
content class) or as pull-out instruction (students move out of an ongoing class for an ESL session).
Instructional support by a paraprofessional: Paraprofessionals (also referred to as instructional aides or
teachers’ aides) provide assistance to EL students in the classroom. They do not provide instruction, but
provide additional support and help clarify material for students. Some are bilingual in English and the
students’ native language and may provide translation or explanation in the native language.
Newcomer program: A specialized academic environment that serves newly arrived, immigrant EL students
for a limited period of time. Newcomer programs typically focus on developing basic English language and
literacy skills, instruction in core content, and acculturation to U.S. schooling. Students transition to a school’s
regular language support program for EL after they have participated in the newcomer program.
Sheltered English content instruction: Sheltered instruction refers to regular grade-level instruction in core
content areas that is provided in English through instructional strategies that make the academic content
accessible to EL students while also assisting them to acquire academic English.
Two-way bilingual education or dual-language program: Also known as two-way immersion programs, twoway or dual language programs provide instruction using both English and a non-English language of the EL
students to classes that include both EL and English-proficient students. The program goals are for all students
to become bilingual and biliterate, to succeed academically, and to develop cross-cultural awareness.

7

Background
1.

What is your school district’s total student population (grades pre-K–12) in this current school year?
______________________ Number of students

2.

In the current school year, does your district enroll one or more students identified as an English
learner (EL)?
Yes (Continue to item #3.)

3.

No (Stop here and return the survey.)

If yes, how many English learner (EL) students are enrolled in your district in grades K–12 in the
current school year? (Note: If there are multiple student counts, use your October 2016 count or the count
closest to that date.)

Grade
Pre–K
K
1
2
3
4
5
6
7
8
9
10
11
12
Total

4.

Number of
EL students

How many language groups are represented among your English learner (EL) students?
a.
b.
c.
d.
e.

One language group only ........
2–5 language groups ...............
6–10 language groups .............
11-20 language groups ............
21 or more language groups ...

8

5.

What is the most common language background among the English learner (EL) students in your
district? (Check one box only).
Spanish
Arabic
Chinese
Farsi
Japanese
Korean
Other language
(Specify: __________________________ )

6.

Kurdish
Russian
Somali
Tagalog
Urdu
Vietnamese
No single most common language, but
two or more with about equal numbers
(Specify: ___________________________
__________________________________ )

Which of the following describe the English learner (EL) student population in your district? (Check
all that apply.)
a.
b.
c.
d.

e.
f.
g.
h.

Our district has included EL students for more than five years ............................
Our district began to enroll ELs only recently (within the last five years, including
the current year). We did not have any EL students earlier ....................................
Our district ELs include refugees and other immigrants who recently arrived
(within the last five years, including the current year) in the U.S. ................................
Within the last five years (including the current year), our district began enrolling
ELs from a new language background(s) and culture(s) – different from those
of ELs we have enrolled in the past.......................................................................
Our district’s EL students include 25 percent or more long-term ELs, i.e., ELs
who have received services for six years or more and remain as ELs...................
Our district includes 25 percent or more ELs who have very limited,
interrupted education or no prior formal education ............................................
Our district’s EL students include 25 percent or more migrant students who
are not present for the full school year. ...............................................................
Other (Specify: ___________________________________________________ )

9

7.

Which of the following types of instructional services and/or programs does your district provide
for English learner (EL) students? (Check all that apply.)
a. Bilingual instruction for classes that include only EL students ............................................
b. Two-way bilingual or dual-language program for EL and English-proficient students .......
c. English as a second language (ESL) instruction ...................................................................
d. Sheltered English content instruction .................................................................................
e. Mainstream classroom instruction with instructional support by a paraprofessional .......
f.

Newcomer center ................................................................................................................

g. Other (Specify: _________________________________________________________ )
[See definitions.] Note: Relevant definitions will be provided for each item in the web survey; a
definitions sheet will be included in the electronic copy of the survey.
8.

To what extent do you agree or disagree with the following statements as descriptions of your
district’s approach to use of Digital Learning Resources (DLRs)? RQ: 1 (1.2)
Strongly
agree

District

a. Use of DLRs is a high priority goal within our
district ....................................................................
b. The district provides teachers with a wide range
of DLRs to support instruction. ..............................
c. The needs of EL students are taken into account
when obtaining DLRs for use in this district. .........
d. There is support among district and school
administrators for use of DLRs in instruction ........

10

Somewhat Somewhat
agree
disagree

Strongly
disagree

9.

Does the district provide the following types of DLRs for the instruction of students in general
education classes? If so, please indicate for which students they are provided. (Check all that apply
in each row.) RQ: 2 (2.2),7(7.3)
For
For
For all
For
students students in students in
identified in selected selected general
Not
struggling grade
content education
provided students
levels
areas
classes

Categories and types of DLRs
(See Definitions.)

DIGITAL ACADEMIC CONTENT TOOLS
a. Tutorials or lessons focused on basic
English language skills and vocabulary ................
b. Tutorials or lessons focused on language
and/or literacy .....................................................
c. Tutorials or lessons focused on
mathematics or science ......................................
d. Tutorials or lessons focused on social
studies/social sciences .........................................
e. Practice and assessment tools focused on
language and/or literacy ......................................
f. Practice and assessment tools focused on
math, science or social studies/sciences .............
g. Simulations or dynamic modeling tools ..............
h. Virtual worlds to build academic skills or
content knowledge ..............................................
i. Reference and resources (such as digital
dictionaries, topic websites, visual and
auditory resources, and other) ................................

j. Language translation tools ..................................
k. Language articulation tools .................................
DIGITAL PRODUCTIVITY TOOLS
l. Presentation tools ...............................................
m. Spreadsheets or data analysis tools
n. Image or information organization tools
(e.g., concept mapping, storytelling templates) .........
DIGITAL COMMUNICATION TOOLS
o. Discussion boards, blogs, chats, journals ............
p. Video-conferencing..............................................
q. Project collaboration tools ..................................
INTEGRATED DLR SETS
r.

Structured sets of individual DLRs that
provide full curricula (including learning
activities, assessment, resources and student
progress management) ...........................................

OTHER
s. Other (Specify: ____________________ )

11

10. Does the district provide the following types of Digital Learning Resources (DLRs) for instructing
English learner (EL) students specifically? If so, please indicate for which EL students they are
provided.(Check all that apply in each row.) RQ: 2 (2.2; 2.4); 7 (7.3)

Categories and types of DLRs
(See Definitions page.)

For ELs in:
Lowest Selected Selected
Not
proficiency grade
language For all EL
provided
levels
levels
groups students

DIGITAL ACADEMIC CONTENT TOOLS
a. Tutorials or lessons focused on basic
English language skills and vocabulary ................
b. Tutorials or lessons focused on language
and literacy ..........................................................
c. Tutorials or lessons focused on
mathematics or science ......................................
d. Tutorials or lessons focused on social
studies/social sciences ........................................
e. Practice and assessment tools focused on
language and/or literacy ......................................
f. Practice and assessment tools focused on
math, science or social studies/sciences .............
g. Simulations or dynamic modeling tools ..............
h. Virtual worlds to build academic skills or
content knowledge ..............................................
i. Reference and resources (such as digital
dictionaries, topic websites, visual and
auditory resources, and other) ................................

j. Language translation tools ..................................
k. Language articulation tools .................................
DIGITAL PRODUCTIVITY TOOLS
l. Presentation tools ...............................................
m. Spreadsheets or data analysis tools
n. Image or information organization tools
(e.g., concept mapping, storytelling templates) .........
DIGITAL COMMUNICATION TOOLS
o. Discussion boards, blogs, chats, journals ............
p. Video-conferencing..............................................
q. Project collaboration tools ..................................
INTEGRATED DLR SETS
r. Structured sets of individual DLRs that
provide full curricula (including learning
activities, assessment, resources and student
progress management) ...........................................

OTHER
s. Other (Specify: ________________________ )

12

11. How does your district identify DLRs it provides for instructing students in general education
classes and for English learner (EL) students specifically? (Check one in each row, for each of A and
B.) RQ: 1 (1.1)

Means of identification

a. A committee meets to review and select DLRs .....
b. A district administrator(s) identifies and selects
DLRs .......................................................................
c. School administrators identify and select DLRs ....
d. Classroom teachers request specific DLRs or
types of DLRs from the district ..............................
e. EL-specialist teachers request specific DLRs or
types of DLRs .........................................................
f.

Other (Specify: __________________________ )

13

A.

B.

For students in general
education classes
Used for identifying:
Some
Most
None
DLRs
DLRs

For EL students
specifically
Used for identifying:
Some
Most
None
DLRs
DLRs

12. What criteria does your district use to select Digital Learning Resources (DLRs)? (Check one in each
row.) RQ: 1 (1.2; 1.3)
Not
important

Criteria

CRITERIA RELATED TO CAPACITY
The DLR:

a. Is easy for teachers to use ....................................
b. Can operate within the current district infrastructure
such as hardware and Internet capacity .........................
c. Has costs that can fit within our budget..........................
d. Has embedded professional development on its use .....
CRITERIA RELATED TO GENERAL EDUCATION USE
The DLR:

e. Provides English language and/or literacy skills
instruction........................................................................
f.

Provides math, science or social studies instruction .......

CRITERIA RELATED TO USE WITH EL STUDENTS
The DLR:

g. Provides English language and/or literacy skills
instruction........................................................................
h. Provides math, science or social studies instruction .......
i.

Was designed specifically for EL students .......................

OTHER CRITERIA
The DLR:

j.

Is aligned with our state standards..................................

k. Is aligned with our curriculum .........................................
l.

Can be used by pairs or groups of students to
collaborate .......................................................................

m. Is adaptive in design (i.e., selects next material to meet
student’s skills level) ...........................................................
n. Is engaging and interesting for students .........................
o. Operates within the Internet capacity available to
students at home .............................................................
p. Has research evidence showing it is effective ................
q. Other (Specify: ________________________________ )

14

Somewhat
important

Very
important

13. How important are the following features in your district’s process of selecting Digital Learning
Resources (DLRs) for use with English learner (EL) students? (Check one in each row.) RQ: 1 (1.2,
1.3)
Not
important

Feature
The DLR:

a. Includes materials in the languages of our EL students ......
b. Has an auditory support (such as read-aloud English, Spanish,
or other language) to support EL students’ comprehension
and participation .................................................................
c. Can provide visual support (such as images, graphics, virtual
manipulatives, and illustrations) to explain or clarify the
content and vocabulary .......................................................
d. Includes a translation function that allows ELs to translate
content into their own language from English or from
their language to English ....................................................
e. Has a record and replay function that allows students to
record and hear their own voices........................................
f.

Includes language-support features such as interactive
dictionaries or glossaries. ....................................................

g. Can provide a definition of a term or concept using simple
English vocabulary and structure. .......................................
h. Provides various levels of text difficulty for the same
content ................................................................................
i.

Includes a range of features designed specifically to
support ELs .........................................................................

j.

Other (Specify: __________________________________)

k. Other (Specify: __________________________________)

15

Somewhat
important

Very
important

14. In the last three years (including the current school year), what kinds of professional development
(PD) or support related to use of Digital Learning Resources (DLRs) has the district offered (1) for
instructing students in general education classes, and (2) for instructing English learner (EL)
students specifically? (Check all that apply in each column.) RQ: 4, ( 4.2); 5 (5.3)

Type of professional development (PD) or support
a. Workshop(s) on the components and features of a
specific DLR .......................................................................
b. Workshop(s) on integration of DLR(s) in instruction ........
c. One-on-one, in-classroom assistance in how to use a
specific DLR .......................................................................
d. Direct coaching support on designing lessons to
integrate use of DLRs in a teacher’s own classroom
instruction.........................................................................
Other Supports
e. Access to online or web-based PD provided by the
district on technology instruction ....................................
f.

Funding provided to teachers to attend conferences
related to technology integration ....................................

g. Release time for individual teacher planning related to
technology-based resources.............................................
h.

Specific time designated for teachers to confer with
colleagues on use of DLRs ................................................

i.

Other (Specify: _______________________________ )

Persons providing the PD or support
j.

DLR vendor representative ...............................................

k. External educational technology expert other than a
vendor representative ......................................................
l.

Internal district-designated educational technology
expert................................................................................

m. District PD administrator and/or coordinator ..................
n. District instructional technology coach ............................
o. General education teachers lead workshops or guide
other teachers ..................................................................
p. An EL-specialist teacher leads workshops or guides
other teachers ..................................................................
q. Other (Specify: _______________________________ )

16

For instructing
students in general
education classes

For instructing
EL students
specifically

15. To what extent do the following factors present barriers to use of Digital Learning Resources (DLRs)
for English learner (EL) students specifically? (Check one in each row.) RQ: 5 (5.1); 7 (7.1)
EL students specifically
Not
To some To a large
a barrier extent
extent

Factor

RELATED TO CAPACITY
a. Insufficient network speed and reliability ..............................................
b. Insufficient funding for purchases of DLRs in general ............................
c. Insufficient technical support to troubleshoot hardware and
software issues .......................................................................................
RELATED TO IMPLEMENTATION
d. Lack of funds to provide teacher training and professional
development (PD) on integration of DLRs in general .............................
e.

Lack of technology coaches who can support teachers on
integration of DLRs in instruction ...........................................................

f.

Amount of time required to set up and/or troubleshoot
operation of DLRs at schools ..................................................................

g. Teachers’ level of technology skills ........................................................
h. Teachers’ need for expertise in instruction of EL students ...................
OTHER
i.

Difficulty in finding DLRs aligned with state and district
standards. ...............................................................................................

j. Lack of knowledge of range of available DLRs .......................................
k. Lack of knowledge of range of available DLRs that are
appropriate for ELs .................................................................................
l. Lack of knowledge of how to select from the range of available
DLRs ........................................................................................................
m. Students’ lack of access to DLRs at home due to limited or no
Internet capacity .....................................................................................
n. Other (Specify: ______________________________________ )
o. Other (Specify: ______________________________________ )

17

16. What are goals for the use of Digital Learning Resources (DLRs) for English learner (EL) students in
this district? (Check one in each row.) RQ: 6 (6.1)
Not
a goal

Goals in use of DLRs

ACADEMIC CONTENT GOALS
a. Build English listening and speaking skills ...........................
b. Build English literacy skills ...................................................
c. Learn new academic content ..............................................
d. Practice academic content or skills .....................................
e. Build academic English proficiency......................................
LEARNING ACTIVITY GOALS
f. Provide alternative means of understanding and
communicating ....................................................................
g. Differentiate or individualize instruction ............................
h. Promote student-to-student interaction and collaboration
about content ......................................................................
STUDENT AFFECT GOALS
i. Increase student motivation and positive attitudes for
learning ................................................................................
j.

Increase student active engagement in content .................

OTHER
k. Support parent and family engagement .............................
l.

Encourage students to take responsibility for their own
learning through student-driven work with DLRs ...............

m. Build 21st century skills ........................................................
n. Other (Specify: __________________________________)

18

A goal

A major
goal

17. To what extent would you agree or disagree that use of Digital Learning Resources (DLRs)
contributes to the following student outcomes for students in general education classes in your
district? RQ: 6 (6.1) (Check one in each row.)

Use of DLRs contributes to

Strongly
agree

a. Improved academic achievement on
English language arts .............................................
b. Improved academic achievement in
math and/or science ..............................................
c. Improved academic achievement in
social science .........................................................
d. Higher student attendance ...................................
e. Improved student positive attitudes
toward learning and school...................................
f. Increased student interaction and
collaboration with peers ........................................
g. Enhanced parent and family
engagement in student’s learning .........................
h. Other (Specify: ________________ )

19

Somewhat Somewhat
agree
disagree

NA – This
is not
Strongly relevant
disagree to our use

18. To what extent would you agree or disagree that use of Digital Learning Resources (DLRs)
contributes to the following student outcomes for English learner (EL) students specifically?
RQ: 6 (6.1)(Check one in each row.)

Outcomes for DLR use with EL students

Strongly
agree

a. Increased proficiency in English
language and/or literacy skills ...............................
b. Improved academic achievement .........................
c. Improved academic achievement in
math and/or science ..............................................
d. Improved academic achievement in
social studies..........................................................
e. Higher levels of active student
participation in instructional activities..................
f. Higher student attendance ...................................
g. Improved student positive attitudes
toward learning and school ..................................
h. Increased student interaction and
communication with peers ....................................
i.

Enhanced parent and family
engagement in student’s learning .........................

j.

Increased student engagement in
learning activities outside of school ......................

k. Other (Specify: ________________ )

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Somewhat Somewhat
agree
disagree

NA – This
is not
relevant
Strongly
to our
disagree DLR use

19. In the current school year, to what extent do schools in your district have the following resources?
(Check one in each row.) RQ: 5 (5.3)
No
schools

Type of resource

a. One or more desktop computers for student use in
each classroom .............................................................
b. A desktop computer for the teacher’s use in every
classroom .....................................................................
c. Interactive whiteboards for each classroom ................
d. A document camera or LCD digital projector for each
classroom ......................................................................
e. A tablet or laptop provided to teachers for their own
use .................................................................................
f.

Tablets, laptops, or other mobile devices on carts ......

g. One-to-one tablets or laptops available to students for
use in school..................................................................
h. One-to-one tablets or laptops provided to students for
24/7 use, in school and at home ...................................
i.

Computer lab(s) ............................................................

j.

Bring-your-own devices used. ........................................

k. Staff to resolve computer hardware/software issues ....
l.

Sufficient high-speed Internet capacity for many
simultaneous DLR users ..................................................

m. Other (Specify: _______________________________ )

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Some
schools

Most
All
schools schools

20. Does your district track the following as indicators of effectiveness of Digital Learning Resources
(DLRs) for students in general education classes? For English learner (EL) students specifically?
(Check yes or no for students overall and for EL students specifically in each row.) RQ 6 (6.1)
For DLR use
with students
in general
education
Yes
No

Measure

For DLR use
with
EL students
specifically
Yes
No

a. Student performance on English language proficiency tests .....
b. Student grades on report cards..................................................
c. Student progression on reading book levels ..............................
d. Student scores on in-class assessments .....................................
e. Student scores on district assessments .....................................
f.

Student scores on state assessments ........................................

g. Student attendance ...................................................................
h. Student credits toward graduation earned ...............................
i.

Other (Specify: ____________________________________ )

21. What is the availability of onsite school technology support staff in your district? (Check one in each
column. Provide your best estimate.) RQ: 5 ( 5.3)

School level

Our district
has full-time
tech support
staff at each
school

a. High school ............................................................
b. Middle school ........................................................
c. Elementary school .................................................

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1–4 schools
share a fulltime tech
support staff

5 or more
schools share
a full-time
tech support
staff

No schoolbased tech
support staff

22. Please list up to two Digital Learning Resources (DLRs) that your district provides for use in
instructing English learner (EL) students. RQ: 2 (2.2)
a. DLR name: ___________________________________________________________________
Source or publisher (if known): ___________________________________________________
Purpose for use of this DLR in your district: __________________________________________
______________________________________________________________________________
______________________________________________________________________________
b. DLR name: ___________________________________________________________________
Source or publisher (if known): ___________________________________________________
Purpose for use of this DLR in your district: __________________________________________
______________________________________________________________________________
______________________________________________________________________________

23. If you could share your ideas about Digital Learning Resources (DLRs) with a DLR developer, what
types of new DLRs or changes in DLRs would you suggest to help your district to more effectively
instruct and support English learner (EL) students? RQ: 7 (7.1, 7.4) (Provide your comments below.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Thank you!

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