CLSD Subgrantee Survey
Comprehensive Literacy Program Evaluation: Comprehensive Literacy State Development (CLSD) Program Evaluation
CLSD_ Subgrantee Survey Appendix_FINAL
OMB: 1850-0945
Contract Number 91990018C0020
Comprehensive Literacy Program Evaluation: Comprehensive Literacy State Development Grant Program
Subgrantee survey Appendix
December 11, 2020
Submitted to: |
U.S. Department of Education Institute of Education Sciences 550 12th Street, SW Washington, DC 20202 Project Officer: Tracy Rimdzius Contract Number: 91990018C0020 |
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Submitted by: |
American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007 Phone: (202) 403-5000 Facsimile: (202) 403-5001 Project Director: Jessica Heppen
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Notice of Trademark: “American Institutes for Research” and “AIR” are registered trademarks. All other brand, product, or company names are trademarks or registered trademarks of their respective owners.
Copyright © 2020 American Institutes for Research®. All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, website display, or other electronic or mechanical methods, without the prior written permission of the American Institutes for Research. For permission requests, please use the Contact Us form on www.air.org.
OMB#: 1850-0945
Expiration Date: XX/XX/XXXX
National Evaluation of the
Comprehensive Literacy State Development Grant Program
Subgrantee Survey
Spring 2021
The National Evaluation of the Comprehensive Literacy State Development (CLSD) Grant Program is examining the implementation and outcomes of the CLSD grants awarded in FY 2019. The purpose of this survey is to learn about how CLSD subgrantees use their funds to support literacy instruction and the support they receive from their state educational agency (SEA). The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is sponsoring this evaluation.
The evaluation, including this survey, is being conducted by the American Institutes for Research (AIR) and its partners, Abt Associates and the National Opinion Research Center (NORC). For questions or more information about this study, you may contact the NORC study team at [email protected] or call the study’s toll-free-number at 1-800-XXX-XXXX.
Paperwork Reduction Act of 1995
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid Office of Management and Budget (OMB) number. The valid OMB control number for this information collection is 1850-0945. The time required to complete this information collection is estimated to average 30 minutes per survey, including the time taken to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 76.591). If you have any comments concerning the accuracy of the time estimates(s) or suggestions for improving this form, please write to: U.S. Department of Education, 550 12th Street, SW, Washington, D.C. 20024 or email [email protected] and reference the OMB Control Number 1850-0945. Note: Please do not return the completed survey to this address.
Notice of Confidentiality
Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (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 the 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.
Introduction
This survey includes seven sections, which ask about school operations during the 2020-21 year; the schools and teachers served by your subgrant; how schools and early childhood programs, if applicable, were selected to be part of your subgrant; what reading/English language arts resources and activities you are funding through your subgrant, including follow-up questions about the curricula, assessments, professional development, etc. you are providing (if applicable); and your continuous improvement and monitoring process.
We expect that each district’s CLSD project director or manager may be able to complete the survey by herself or himself. However, it may be necessary to consult additional staff given the scope of topics.
[Add any instructions on navigating the web platform and due date]
If you have questions about the survey or the National Evaluation of the Comprehensive Literacy State Development Grant Program, please contact NAME at EMAIL or PHONE.
School Operations
Definitions for this section
Hybrid in-person and remote instruction occurs when groups of students receive a mix of in-person, in school instruction and remote instruction on alternating days or weeks.
Most students refers to the largest percentage of students.
Remote instruction is a method of instruction in which teachers and students are in different locations and interact through internet-based or non-internet-based mechanisms. It may include both synchronous (simultaneous, such as in a videoconference or a teleconference) and asynchronous (non-simultaneous, such as via email or paper packets) interaction.
These definitions also are available to respondents by hovering over the words that appear in blue text in the survey.
This section asks how your district is operating in terms of in-person or remote instruction during the 2020–21 school year.
What date did your district start instruction for MOST students in the district this school year (2020–21)?
Start date for most schools
[Note to NORC: For the paper version, list out separately for each grade band in a table]
[Ask separately for each grade band] Early childhood centers; K-2, 3-5, 6-8, and 9-12
During the first 4 weeks of the 2020–21 school year (i.e., fall semester), what type of instruction did MOST students receive from schools in your district serving [early childhood centers; K-2 grades; 3-5 grades; 6-8 grades; 9-12 grades]? (Select one response per grade band.)
In-person only, in the school building
Remote instruction only
Hybrid in-person and remote instruction
Other (Specify): ____________________________________________
During the first 4 weeks after the start of 2021 (i.e., spring semester), what type of instruction did MOST students receive from schools in your district serving [early childhood centers; K-2 grades; 3-5 grades; 6-8 grades; 9-12 grades]? (Select one response per grade band.)
In-person only, in the school building
Remote instruction only
Hybrid in-person and remote instruction
Other (Specify): ____________________________________________
From the start of this school year in fall 2020 through [today], how many school days was your district closed for in-person instruction in response to the coronavirus for schools serving the following grade bands?
Note: Count the number of school days your district was closed for in-person instruction, with or without remote instruction. Do not include school closures due to other emergencies such as weather-related disruptions, or for school holidays or break periods.
Number of school days from start of 2020-21 school year through [today] that your district was closed districtwide for in-person instruction as of [today] for schools serving [early childhood centers; K-2 grades; 3-5 grades; 6-8 grades; 9-12 grades].
Schools and Teachers Served by Subgrant
Please tell us about the schools [and early childhood programs, if applicable] you selected to serve with your CLSD subgrant.
In the schools you selected as CLSD schools, are all teachers who are responsible for reading, ELA, or writing instruction part of the CLSD program?
Yes
No
Are teachers who are responsible only for other content areas (e.g., social studies, science) part of the CLSD program?
Yes
No
Are staff who are responsible for providing extra instruction or support services to struggling readers, English learners, or students with disabilities part of the CLSD program?
Yes
No
Is your CLSD program providing services to children in the 0–3 age range or to their parents, guardians, or caretakers?
Yes GO TO 8a
No GO TO 9
How is your CLSD program providing services to children in the 0–3 age range? Check all that apply.
Working with childcare centers or family childcare providers serving children 0–3 years
Working with a home visiting program
Providing parenting education or engagement activities
Other: Please specify __________________________________
Are there other organizations or agencies beyond schools and early childhood programs that are part of your CLSD program (for example, an afterschool program or public library)?
Yes GO TO 9a
No GO TO 10
What other types of organizations or agencies are part of your CLSD program? Check all that apply.
Libraries
Community centers or youth organizations (e.g., Boys and Girls clubs, YMCA)
Other: Please specify __________________________________
Review Process for Schools and Programs
Are all schools in your district part of the CLSD program?
Yes SKIP TO Q10
No
If Q10 = No: How were schools in your district selected for CLSD funding? Check one only.
Identified through competitive application
Identified by district based on criteria from state without competitive application
Identified based on district-chosen criteria without competitive application
Which of the following factors were considered in selecting schools to be part of CLSD? Check all that apply.
Global Note to NORC: For the paper version, we have formatted this question and several others as a grid to save space. We received some feedback during the pilot tests that this format was overwhelming for respondents. We suggest formatting the grid questions as individual questions, to the extent possible.
Factor |
Which of the following factors were considered in selecting CLSD schools? Check all that apply. |
If column 2=Checked: How was this factor used? Check one per row. |
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Percentage of struggling readers |
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School’s rating on the state accountability system |
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Percentage of low-income students |
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Percentage of students identified as English learners |
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Percentage of students with disabilities |
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Grade levels served |
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Quality of literacy curriculum or initiatives |
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School leadership’s interest in participating |
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School’s capacity to take on a new initiative |
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School size |
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School feeder pattern |
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Other factor 1: Please specify ______________________________________________________ |
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Other factor 2: Please specify _________________________________________ |
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If CLSD program includes prekindergarten or early childhood education programs: Which of the following factors were taken into consideration in selecting prekindergarten or early childhood education programs for CLSD funding? Check all that apply.
Factor |
Which of the following factors were considered in selecting CLSD prekindergarten or early childhood programs? Check all that apply. |
If column 2=Checked: How was this factor used? Check one per row. |
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Program(s) located in one of the CLSD schools |
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Percentage of students ready for kindergarten at end of preschool |
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Percentage of low-income students |
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Percentage of students identified as English learners |
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Percentage of students with disabilities or delays |
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Quality of literacy initiatives |
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Program leadership’s interest in participating |
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Program size |
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Program feeder pattern |
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Other factor 1: Please specify __________________________ |
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Other factor 2: Please specify __________________________ |
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Local Needs Assessment
When was your most recent local needs assessment conducted?
_________ [year]
Don’t know
We have not conducted a local needs assessment. SKIP to Q16
If Q14 does not equal “We have not conducted a local needs assessment”: Based on this assessment, which of the following were identified as district needs related to reading/ELA? Which ages/grades were identified as having each need?
Definition: “Curriculum or supplemental programs” include core reading programs, writing programs, textbooks, guided reading programs, anthologies, and programs focused on phonics, vocabulary, comprehension, etc.
Definition: “Students needing extra support” are students below grade level, English learners, or students with disabilities or delays in their literacy skills.
[NORC: Please program definitions to be rollover each time the terms appear in the online survey.]
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Check if the following was identified as a need. Check all that apply. |
If Col 2 = Checked: Was this identified as a need for all grades (preK-12) in the district? Check one per row. |
If Col 3= No: For which ages/grades was this identified as a need? Check all that apply. |
Curriculum or supplemental programs for general education students (please include core reading programs; writing programs; programs focused on phonics, vocabulary, comprehension, etc.) |
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Curriculum or supplemental programs for students needing extra support, including students below grade level, ELs, and students with disabilities (please include those used by classroom teachers and those used by reading specialists or interventionists) |
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Books for students other than those related to a specific curriculum (e.g., trade books, novels, nonfiction materials) |
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Technology (e.g., e-readers, iPads, educational software or computer programs) |
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Assessments (e.g., for progress monitoring, screening, benchmark assessments) |
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Instructional coaches (new staff, or additional hours for existing staff) |
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Reading specialists (new staff, or additional hours for existing staff) |
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Paraprofessionals or tutors (new staff, or additional hours for existing staff) |
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Professional development for teachers or administrators (e.g., classes, webinars, institutes, seminars) including direct costs for staff to attend |
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Professional learning communities (PLCs) within or across schools |
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Common instructional planning time for reading/ELA |
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Parent or community engagement activities (e.g., literacy nights, book challenges) |
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Parent or family resources or activities to support student literacy (e.g., books for the home, strategies for reading at home, experiences to support literacy development) |
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Out-of-school-time activities (summer programs, before- or after-school programs) |
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Educational options to create a personalized learning path (e.g., public educational programs or courses, dual enrollment, internships, apprenticeships, credit recovery) |
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Other activities or resources not listed above: Please specify ____________________________ |
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Subgrant Activities
Now we would like to learn more about how your district decided what to do with its CLSD subgrant and what activities or resources you are funding through CLSD. Later, we will ask you to upload your subgrant application so we can get a more detailed sense of what funds you initially expected to spend on various activities.
To what extent were the following individuals or groups consulted in deciding what activities and resources to fund with your CLSD grant? Check one per row.
Not at all
A little
Some
A lot
Superintendent
District reading director or department
K-12 teachers
K-12 principals
Early childhood educators
Early childhood program administrators
Parents/families
Which of the following activities or resources involving reading/ELA is your district using its CLSD grant to fund in whole or part?
Reading/ELA-related activities or resources |
Provided for CLSD schools/early learning programs through CLSD grant? Check all that apply. |
Which three activities or resources were your largest expenses for the grant? Check three. |
Programming instructions: If respondent selects item, show the following section |
Curriculum or supplemental programs for general education students (please include core reading programs; writing programs; programs focused on phonics, vocabulary, comprehension, etc.) |
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Section 1
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Curriculum or supplemental programs for students needing extra support, including ELs and students with disabilities (please include those used by classroom teachers and those used by reading specialists or interventionists) |
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Section 2
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Books for students other than those related to a specific curriculum (e.g., trade books, novels, nonfiction materials) |
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Section 3 |
Technology (e.g., e-readers, iPads, educational computer programs) |
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Section 4 |
Assessments (e.g., for progress monitoring, screening, benchmark assessments) |
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Section 5 |
CLSD project director or administration |
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Instructional coaches (new staff, or additional hours for existing staff) |
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Section 6
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Reading specialists (new staff, or additional hours for existing staff) |
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Section 7
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Paraprofessionals or tutors (new staff, or additional hours for existing staff) |
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Professional development for teachers or administrators (e.g., classes, webinars, institutes, seminars) including direct costs for staff to attend |
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Section 8
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Professional learning communities (PLCs) within or across schools |
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Common instructional planning time for reading/ELA |
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Parent or community engagement activities |
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Parent or family resources or activities to support student literacy |
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Out-of-school-time activities (summer programs, before- or after-school programs) |
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Educational options to create a personalized learning path |
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Other activities or resources not listed above: Please specify ______________________________ |
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Definition: “Instructional practices” are specific literacy strategies that can be implemented in a classroom (e.g., explicitly teach narrative language skills to help readers organize information in a logical sequence, teach a set of academic vocabulary words intensively across several days).
Definition of evidence [rollover comment each time evidence levels are referenced as response options]:
Strong evidence (ESSA Tier 1) means a statistically significant effect on improving student outcomes or other relevant outcomes based on at least one well-designed and well-implemented experimental study.
Moderate evidence (ESSA Tier 2) means a statistically significant effect on improving student outcomes or other relevant outcomes based on at least one well-designed and well-implemented quasi-experimental study.
Promising evidence (ESSA Tier 3) means evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias
Demonstrates a rationale (ESSA Tier 4) means an activity, practice, intervention, or strategy that has a well-defined logic model or theory of action based on high-quality research findings or positive evaluation that such activity, practice, intervention, or strategy is likely to improve student outcomes.
Are you using your CLSD grant to encourage teachers to implement any specific instructional practices? Yes/No
If yes, please list up to 3 instructional practices you are using CLSD funds to support:
Instructional Practice |
Describe instructional practice in 1-2 sentences |
In what grade levels are you encouraging teachers to implement this practice? (Check all that apply) |
How are you using CLSD funds to help teachers implement this practice? (Check all that apply) |
How did you decide on this practice? (Check all that apply) |
How
strong is the evidence for this instructional practice? |
Practice A |
[text] |
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Practice B
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[text] |
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Practice C |
[text] |
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Did the coronavirus pandemic affect the implementation of CLSD in your district in 2020-21?
Yes/No
If Yes:
Which of the following steps did you take in response to the coronavirus?
We placed more emphasis on purchasing technology than we originally planned
We placed more emphasis on professional development for distance learning in literacy
We postponed purchasing curricula or materials that were part of our plan
We postponed professional development that was part of our plan
We postponed coaching that was part of our plan
We postponed other activities or supports that were part of our plan (please explain)__________
Suggestion for NORC: Add page between the previous question and the next section with the following text:
The following sections ask about activities and resources that are funded by your CLSD grant. Please do not include activities and resources that are not funded at least in part through your CLSD grant.
Section 1: CLSD Reading/ELA Curricula or Supplemental Programs for General Education Students
If “Curriculum or supplemental programs for general education students” selected in Q17: You indicated above that your district is using part of its CLSD grant to fund curricula or supplemental programs for general education students. This may include core reading programs, writing programs, programs focused on phonics, vocabulary, comprehension, etc.
What curricula or supplemental programs for early childhood or general education K-12 students is your CLSD grant funding? Please include all core reading programs, writing programs, programs focused on phonics, vocabulary, comprehension, etc.
Name of curriculum or programa |
With which ages/grades is this curriculum or program being used as part of CLSD? Check all that apply. |
What were the key factors you considered in deciding to fund this curriculum or program? Check all that apply. |
If more than one factor selected in Col 3: Which factor was the most important in your decision? Check one only. |
If “Evidence of effectiveness for improving teacher practice” or “Evidence of effectiveness for improving student achievement” selected in Col 3: What resources did you use to assess the level of evidence for this curriculum or program? Check all that apply. |
If “Evidence of effectiveness for improving teacher practice” or “Evidence of effectiveness for improving student achievement” selected in Col 3:
How
strong is the evidence for this curriculum or program? |
Name #1 |
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Name #... |
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Name #n |
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a Names of reading, writing, phonics, etc. curricula and supplemental programs could be pulled from subgrantees’ applications, the What Works Clearinghouse (WWC), major publishers’ websites, etc. Respondents should be able to start typing in a curriculum and have it appear as they type (like a search engine).
Section 2: CLSD Reading/ELA Curricula or Supplemental Programs for Students Needing Extra Support
If “Curriculum or supplemental programs for students needing extra support” selected in Q17: You indicated above that your district is using part of its CLSD grant to fund curricula or supplemental programs for students needing extra support. This may include curricula or programs used by classroom teachers or those used by reading specialists or interventionists. It also may include reading programs, writing programs, programs focused on phonics, vocabulary, comprehension, etc.
21.What curricula or supplemental programs for students needing extra support is your CLSD grant funding? Please include curricula or programs used by classroom teachers and those used by reading specialists or interventionists
Name of curriculum or programa |
With which ages/grades is this curriculum or program being used as part of CLSD? Check all that apply. |
What were the key factors you considered in deciding to fund this curriculum or program? Check all that apply. |
If more than one factor selected in Col 3: Which factor was the most important in your decision? Check one only. |
If “Evidence of effectiveness for improving teacher practice” or “Evidence of effectiveness for improving student achievement” selected in Col 3:
What resources did you use to assess the level of evidence for this curriculum or program? Check all that apply. |
If “Evidence of effectiveness for improving teacher practice” or “Evidence of effectiveness for improving student achievement” selected in Col 3:
How
strong is the evidence for this curriculum or program? |
Name #1 |
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Name #... |
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Name #n |
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a Names of reading, writing, phonics, etc. curricula and supplemental programs could be pulled from subgrantees’ applications, the What Works Clearinghouse (WWC), major publishers’ websites, etc. Respondents should be able to start typing in a curriculum and have it appear as they type (like a search engine).
Section 3: Books
If “Books for students other than those related to a specific curriculum” selected in Q17: You indicated that your district is using part of its CLSD grant to provide books for students (other than those related to a specific curriculum).
What types of books did you purchase? Check all that apply.
Leveled readers
Trade books
Fiction
Biography or autobiography
Other: Please specify _______________________________________
With what ages/grades of children are these books intended to be used? Check all that apply.
Early childhood
K
1
… (improve formatting when programming)
12
Section 4: Technology
If “Technology” selected in Q17: You indicated above that your district is using part of its CLSD grant to provide technology.
What types of technology resources are you providing through your CLSD grant? Check all that apply.
E-readers, iPads, or other physical technology tools
Educational computer programs
Other: Please specify __________________________________________
With what ages/grades of children are these technology resources intended to be used? Check all that apply.
Early childhood
K
1
… (improve formatting when programming)
12
Section 5: Assessments
If “Assessments” selected in Q17: You indicated above that your district is using part of its CLSD grant to provide assessments or an assessment system.
For each assessment that your CLSD grant is providing to CLSD schools or early learning programs, please list the name of the assessment or assessment system, the grades with which it is being used, its primary purposes, and the key factors you considered in deciding to fund this assessment.
Name of assessment or assessment system |
With which ages/grades is this assessment being used? Check all that apply. |
What is the primary use of this assessment? Check all that apply. |
What were the key factors you considered in deciding to fund this assessment or assessment system? Check all that apply. |
If more than one factor selected in Col 4: Which factor was the most important in your decision? Check one only. |
Name #1 |
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Name #... |
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Name #n |
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Section 6: Instructional Coach(es)
If “Instructional coach(es)” selected in Q17: You indicated above that one of the reading/ELA-related activities your district is supporting with its CLSD grant is an instructional coach or coaches.
How many total FTEs (full-time equivalents) of coaches are funded through CLSD?
______________ FTEs
For what teachers is coaching being provided through CLSD? Check all that apply.
Early childhood
K
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What were the key factors you considered in deciding to use part of your CLSD grant to fund instructional coaches? Check all that apply
Recommendation from head of district reading department
Requirement on state subgrant application
Teacher or principal interest
Information from local needs assessment
Information from local literacy plan
Evidence of effectiveness for improving teacher practice
Evidence of effectiveness for improving student achievement
Other: Please specify _________________________
If more than one factor selected in Q29: Which factor was the most important in your decision? Check one only.
Program to only show factors selected in Q29
If “Evidence of effectiveness for improving teacher practice” or “Evidence of effectiveness for improving student achievement” selected in Q29: What resources did you use to assess the level of evidence for instructional coaching? Check all that apply.
What Works Clearinghouse (WWC)
State-provided clearinghouse, compendium, or list of evidence-based curricula/practices
Other clearinghouses or compendiums (e.g., Evidence for ESSA)
Journal search
Other: Please specify _________________
Don’t know
Section 7: Reading Specialist(s)
If “Reading specialist(s)” selected in Q17: You indicated above that one of the things your district is supporting with its CLSD grant is a reading specialist or specialists. When answering the following questions, please think about reading specialists employed by your district as well as external consultants. Please also think about specialists based at the district as well as those based at individual schools, if applicable. Do NOT include reading coaches in your answers in this section.
How many FTEs (full-time equivalents) of reading specialists are funded through CLSD?
______________ FTEs
What are the primary responsibilities of this reading specialist(s)? Please rank the top 3.
____ Selecting or planning curricula
____ Providing professional development to teachers or other school staff
____ Delivering instruction or interventions directly to students, but not as a classroom teacher
____ Screening or assessing students for reading needs
____ Managing screening, assessment, or monitoring process
____ Other: Please specify _______________________________________
With what grade levels of teachers or students does this reading specialist(s) work as part of the CLSD program? Check all that apply.
Early childhood
K
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What were the key factors you considered in deciding to use part of your CLSD grant to fund a reading specialist or specialists? Check all that apply.
Recommendation by head of district reading department
Teacher or principal interest or requests
Information from local needs assessment
Information from local literacy plan
Other: Please specify _________________________
If more than one factor selected in Q33: Which factor was the most important in your decision? Check one only.
Program to only show factors selected in Q33
Section 8: Professional Development
If “Professional development for teachers or administrators (e.g., classes, webinars, institutes, seminars)” selected in Q17: You indicated above that one of the things your district is supporting through its CLSD grant is professional development.
First, please think about the professional development (PD) your CLSD grant is supporting for teachers [and/or early childhood educators] in the 2020–21 school year.
What costs of professional development for teachers [and/or early childhood educators] is your district using its CLSD grant to support? Check all that apply.
Trainers, speakers, or consultants for PD
Stipends for teachers to attend PD
Costs of substitute teachers
Registration costs
Travel costs
Materials or equipment (e.g., audiovisual equipment) needed to hold PD
Cost of location where PD is held (e.g., conference center)
Other: Please specify _____________________________________________
For what teachers is this CLSD-funded PD being provided? Check all that apply.
Early childhood
K
1
… (improve formatting for programming)
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Which of the following types of PD activities is your CLSD grant providing to teachers? Check all that apply.
Summer institute(s)
In-person workshops, seminars, or classes during the school year
Online courses or seminars during the school year
Other: Please specify _________________________
Which of the following topics has the CLSD-funded PD provided to teachers [and/or early childhood educators] addressed? Check all that apply.
Implementing core reading, ELA, or writing curricula
Implementing reading, ELA, or writing curricula for students needing extra support
Evidence-based strategies for instruction on decoding (phonological awareness and phonics)
Evidence-based strategies for instruction on oral reading fluency
Evidence-based strategies for instruction on vocabulary
Evidence-based strategies for instruction on reading comprehension
Evidence-based strategies for instruction on writing
Evidence-based strategies for instruction on listening and speaking (oral language)
Evidence-based strategies for instruction on English language mechanics (grammar, punctuation, capitalization)
Evidence-based strategies for instruction on spelling
Integrating reading and writing into content instruction
Use of technology and technology applications to improve teaching and learning
Selecting and teaching literary texts
Selecting and teaching informational texts
Motivating readers
Alignment of reading/ELA instruction with state academic standards
Alignment of reading/ELA instruction with schoolwide and districtwide educational improvement plans
Differentiation and grouping methods based on analysis of student work
Using screening and progress monitoring assessments to track student growth and diagnose reading problems
Use of data and assessments to inform classroom practice
How to provide appropriate instruction and support services to struggling readers
How to provide appropriate instruction and support services to English learners
How to provide appropriate instruction and support services to children with disabilities or developmental delays, including positive behavioral interventions and supports, multi-tiered system of supports, or use of accommodations
Classroom management skills
Ways to work effectively with parents and families
Ways to improve the transition to elementary school, including issues related to school readiness
Other: Please specify __________________
Is your CLSD grant supporting PD for school administrators?
Yes
No
If Q38=Yes: What topics are covered in the PD for school administrators? Check all that apply.
How to identify and implement literacy curricula, instructional strategies, or models that have been shown to be effective in increasing students’ achievement
How to develop and implement curriculum guides, frameworks, pacing sequences, and/or model literacy lessons aligned with state standards
Content of reading instruction (decoding, vocabulary, fluency, comprehension, writing, oral language, use of literary text, use of informational text, grammar and punctuation, handwriting)
How to observe and provide feedback to teachers on their literacy instruction
How to support students who are struggling readers
How to use reading research to guide content of instruction
How to diagnose reading problems
Strategies for teaching reading to English learners
Strategies for teaching reading to students with disabilities or developmental delays
How to integrate reading and writing instruction
Coordinating the involvement of early childhood education program staff, principals, other instructional leaders, teachers, teacher literacy teams, English as a second language specialists (as appropriate), special educators, school personnel, and specialized instructional support personnel (as appropriate) in the literacy development of children served
Other: Please specify ______________________________
Continuous Improvement and Monitoring Process
This section asks about your district’s process for collecting data and tracking reading outcomes for students in CLSD schools [and early learning programs].
What data is your district providing to the state on the reading performance of students in CLSD schools [and early learning programs]? Check all that apply.
Standardized test scores
Formative assessment data
Curriculum unit test scores
Other: Please specify _____________________
None of the above
What data is your district providing to the state on the implementation of your CLSD activities? Check all that apply.
Assessments of fidelity of implementation of core or supplemental reading/ELA curricula
Assessments of quality/effectiveness of PD on reading/ELA instructional practice
Teacher participation in reading/ELA-related PD or coaching
Other: Please specify _____________________
None of the above
Is your district using data to make changes to or improve its CLSD program?
Yes
No
If Q44=Yes: What data is your district using to make changes to or improve its CLSD program?
Student scores on standardized reading tests
Student scores on formative reading assessments
Student scores on reading curriculum unit tests
Assessments of fidelity of implementation of core or supplemental reading/ELA curricula
Assessments of quality/effectiveness of PD on reading/ELA instructional practice
Teacher participation in reading/ELA-related PD or coaching
Other: Please specify _____________________
None of the above
Wrap-Up
Have you identified challenges to fully implementing your CLSD grant as planned?
Yes GO TO Q46
No GO TO Q45
If Q44=Yes: What are the main challenges that you have identified in implementing your CLSD grant as planned?
Challenge
Check all challenges you have identified
Please provide a short description of your plan for remedying this challenge, if a plan has been identified.
Accessing sufficient information about CLSD program guidelines and requirements
___________________________________________
Selecting interventions/practices that meet CLSD evidence requirements
___________________________________________
Providing required data to state for CLSD program
___________________________________________
Hiring sufficient new staff (e.g., coaches, specialists) to support CLSD activities
___________________________________________
Gaining buy-in from teachers and principals for CLSD activities
___________________________________________
Implementing all activities on schedule
___________________________________________
Other: Please specify ________________________________
___________________________________________
Is there anything this survey did not ask but you think should have been asked, or that you think the [SEA], CLSD program office, or U.S. Department of Education should know about your district’s experience with the CLSD program?
____________________________________________________________________________________________________________________________________________________________________
[NORC: Ask this of impact study districts only] Please upload your local literacy plan and local needs assessment. We will use this information to get a more detailed sense of what CLSD funds you initially expected to spend on various activities and how these activities align with your local needs and plan.
Thank you very much for your response!
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Established in 1946, with headquarters in Washington, D.C., the American Institutes for Research® (AIR®) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance, both domestically and internationally, in the areas of education, health, and the workforce. For more information, visit www.air.org. |
MAKING RESEARCH RELEVANT |
AMERICAN INSTITUTES FOR RESEARCH 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 | 202.403.5000 |
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | AIR Proposal |
| Subject | AIR Proposal |
| Author | Kolegas, Tracy (Bennett) |
| File Modified | 0000-00-00 |
| File Created | 2024-07-28 |
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