August, 1999

 

  SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)
   
  ALMOST FINAL TEACHER SURVEY
   
   
   
   
   
  SRI Project 3421
   
   
   


THE SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)

Teacher Survey

 

 

 

 

 

 

 

 

Dear Teacher:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PLEASE TURN THE PAGE TO BEGIN THE SURVEY Ô Ô Ô Ô Ô Ô

Do you provide Language Arts, Reading or English instruction to the student named on the front cover? (This could include instruction in writing, literature studies, language or communication.)

 

No

STOP: Do not complete this survey. Please pass this survey on to this student's main language arts, reading, or English instructor.

 

 

Yes

Please GO on to Section A.

 

 


 

 

SECTION A. ABOUT THIS STUDENT'S LANGUAGE ARTS/READING/ENGLISH INSTRUCTIONAL SETTING

PLEASE ANSWER THE FOLLOWING QUESTIONS ABOUT THE INSTRUCTIONAL SETTING IN WHICH YOU PROVIDE LANGUAGE ARTS, READING, OR ENGLISH INSTRUCTION TO THE STUDENT NAMED ON THE FRONT COVER.

 

A1. Do you provide language arts, reading, or English instruction to this student in a classroom setting or individually (e.g., homebound instruction)?
Please circle ONE NUMBER.

1

Classroom setting Ô PLEASE CONTINUE WITH QUESTION A2.

2

Individually Ô PLEASE GO TO SECTION B, PAGE 3.

 

A2. What is the grade level of this class?
Please circle All that apply.

0

Ungraded

4

4th grade

9

9th grade

K

Kindergarten

5

5th grade

10

10th grade

1

1st grade

6

6th grade

11

11th grade

2

2nd grade

7

7th grade

12

12th grade

3

3rd grade

8

8th grade

   

 

 

A3. How many of the following are usually in this classroom during language arts, reading or English instruction?
Please ENTER one number on each line. eNTER "0" if none are in this class.

Number

_________

a. General education teachers

_________

b. Special education teachers

_________

c. Teacher aides

_________

d. One-to-one instructional assistants assigned to a specific student

_________

e. Other specialists

_________

f. Adult volunteers

_________

g. General education students

_________

h. Special education students

 

A4. How many of the students in this class are English language learners (ELL) (e.g., limited-English-proficient [LEP] or English-as-a-second-language [ESL] students)?

__________ Number of ELL (or LEP or ESL) students

 

A5. Compared with other students this age or grade, about what percentage of students in this language arts, reading, or English class are at each of the following academic ability levels in reading?
Please ENTER one number on each line.

Percentage of students

 

_________

Much above average

_________

Somewhat above average

_________

Average

_________

Somewhat below average

_________

Much below average

(Total = 100%)

 

 

 

 

SECTION B. ABOUT YOUR LANGUAGE ARTS/READING INSTRUCTION

B1. For approximately how much time in a typical week do you provide language arts, reading, or English instruction to this student?
PLEASE ENTER ONE number.

minutes

Number of minutes per week of language arts, reading, or English instruction

OR

 

hours

Number of hours per week of language arts, reading, or English instruction

 

B2. Approximately how much time each day in a typical week do you provide instructional services directly to this student in your instructional setting (include all classes and subject areas)?
Please ENTER ONE number in each box. if you do not see this student on a particular day, please ENTER "0."

Monday

Tuesday

Wednesday

Thursday

Friday

minutes

OR

hours

 

minutes

OR

hours

 

minutes

OR

hours

 

minutes

OR

hours

 

minutes

OR

hours

 

 

B3. Which of the following best describes the language arts curriculum materials for this student?
Please circle ONE NUMBER.

1

General education grade-level curriculum materials are used without modification.

PLEASE GO TO SECTION C, PAGE 6.

2

Some modifications in general education curriculum materials have been made (e.g., modified content expectations, somewhat below grade level curriculum used).

 

3

Substantial modifications in general education curriculum materials have been made (e.g., very different content expectations, significantly below-grade level curriculum used).

PLEASE ANSWER QUESTION B4.

4

Specialized curriculum or materials are used (e.g., parallel curriculum, individualized curriculum or materials).

 

 

B4. What is the primary goal for reading achievement for this student?
PLease circle ONE number.

1

Reading at grade level

2

Improving general reading skills, but not necessarily to reach grade level

3

Developing functional reading skills, such as word recognition for daily living

4

Building pre-reading skills (i.e., letter recognition, auditory discrimination of sounds, matching words, etc.)

5

No goals regarding reading achievement

6

Don’t know

 

B5. How often does this student’s language arts, reading, or English program involve the following?
please circle one number for each line.

   


Often

Some-
times

Rarely/
never

Not applicable

Don’t know

a.

Sight word reading program

1

2

3

4

5

b.

Listening to stories read

1

2

3

4

5

c.

Work with commercially developed curriculum and/or materials designed for special education students

1

2

3

4

5

d.

Work with below-grade-level general education curriculum and/or materials

1

2

3

4

5

e.

Work on phonics/phonological awareness

1

2

3

4

5

f.

Language/communication development, such as ESL, augmentative communication, or sign language

1

2

3

4

5

g.

Braille instruction

1

2

3

4

5

h.

Work on reading fluency and accuracy

1

2

3

4

5

i.

Vocabulary development

1

2

3

4

5

 

INSTRUCTIONS FOR NEXT SECTIONS

IF: THEN:

The language arts, reading, or English instruction is
in a general education setting, where the majority of students are not special education students

Complete Section C.

The language arts, reading, or English instruction is
in a special education setting…

Complete Section D.

The language arts, reading, or English instruction is
in a home-bound or home setting…

Complete Section D, starting with Question D3.


 

SECTION C. ABOUT THE GENERAL EDUCATION LANGUAGE ARTS/READING/ENGLISH INSTRUCTION

 

C1. Please think about the various instructional materials used during the language arts class of which this student is a part.

a. In column A, please indicate how often the class as a whole uses these materials for language arts/reading.

Please circle ONE number for each line in COLUMN A.

b. In column B, please indicate how often this student uses these materials for language arts/reading.

Please circle ONE number for each line IN COLUMN B.

   

A

The class as a whole

B

This student

   

Rarely/
never


Occasionally


Frequently

Rarely/
never


Occasionally


Frequently

 

a.

Computers for Internet use

1

2

3

1

2

3

b.

Computers for writing and other language arts activities

1

2

3

1

2

3

c.

Printed materials to supplement textbooks (e.g., literature selections)

1

2

3

1

2

3

d.

Specialized skill-building curricula (e.g., phonics program, corrective reading programs)

1

2

3

1

2

3

e.

Textbooks

1

2

3

1

2

3

f.

Worksheets or workbooks

1

2

3

1

2

3

 

 

C2. Please think about the instructional activities during the language arts, reading, or English class of which this student is a part.

a. In column A, please indicate how often the class as a whole engages in these activities during language arts/reading.
Please circle ONE number for each line IN COLUMN A.

b. In column B, please indicate how often this student engages in these same activities during language arts/reading.
Please circle ONE number for each line IN COLUMN b.

   

A

The class as a whole

B

This student

   

Rarely/
Never


Occasionally


Frequently

Rarely/
Never


Occasionally


Frequently

a.

Responds orally to questions

1

2

3

1

2

3

b.

Takes quizzes or tests

1

2

3

1

2

3

c.

Participates in class discussion

1

2

3

1

2

3

d.

Completes a reading assignment

1

2

3

1

2

3

e.

Works on a project or presentation

1

2

3

1

2

3

f.

Completes a writing assignment

1

2

3

1

2

3

g.

Receives skill-building instruction

1

2

3

1

2

3

 

C3. Please think about the various instructional groupings used during the language arts, reading, or English class of which this student is a part.

a. In column A, please indicate how often the class as a whole engages in the following instructional groupings.
Please circle ONE number on Each line IN COLUMN A.

b. In column B, please indicate how often this student engages in the following instructional groupings.
Please circle ONE number on Each line IN COLUMN B.

   

A

The class as a whole

B

This student

   

Rarely/
never


Occasionally


Frequently

Rarely/
never


Occasionally


Frequently

a.

Working with a peer partner

1

2

3

1

2

3

b.

Whole class instruction

1

2

3

1

2

3

c.

Instruction within small groups

1

2

3

1

2

3

d.

Individual instruction from classroom teacher

1

2

3

1

2

3

e.

Individual instruction from another adult

1

2

3

1

2

3

 

C4. Please think about the various factors used in determining grades or other formal evaluations of progress for students in the language arts, reading, or English class of which this student is a part. If progress is not evaluated or grades are not determined for this student, circle "999."

a. In column A, please indicate how important each of the factors listed below is in determining grades or formal progress reports for students in the class as a whole.
Please circle ONE number on Each line IN COLUMN A.

b. In column B, please indicate how important each of the factors listed below is in determining grades or formal progress reports for this student.
Please circle ONE number on Each line IN COLUMN B.

 

999

 

Progress is not evaluated, or grades are not determined for this student.

A

The class as a whole

B

This student

   

Not important in determining grades

Somewhat important in determining grades

Very important in determining grades

Not important in determining grades

Somewhat important in determining grades

Very important in determining grades

 

a.

Attitude/behavior

1

2

3

1

2

3

b.

Class participation

1

2

3

1

2

3

c.

Homework

1

2

3

1

2

3

d.

Items in student portfolios

1

2

3

1

2

3

e.

Performance on daily class work

1

2

3

1

2

3

f.

Performance on special projects

1

2

3

1

2

3

g.

Performance relative to a set standard

1

2

3

1

2

3

h.

Performance relative to the rest of the class.

1

2

3

1

2

3

i.

Results of tests

1

2

3

1

2

3

 

C5. If this student needs to be disciplined, to what extent is this similar to what is done with other students in this class?
Please circle ONE number.

1

The same

2

Somewhat different

3

Very different

4

I do not discipline this student

5

Student does not require or rarely requires disciplining from adults

 

 

C6. Does this student have either an Individualized Education Plan (IEP) or a "504 plan" for students with disabilities?
Please circle ONE number.

1

No, this student does not have
an IEP or 504 plan. ® ® ® ® ® PLEASE GO TO SECTION E, PAGE 14.

2

Yes, this student has an IEP
for special education services. ® ® PLEASE GO TO QUESTION C7.

3

Yes, this student has a 504 plan. ® ® PLEASE GO TO QUESTION C7.

4

Don’t know.

 

C7. Which of the following, if any, have been made available to you in order to support your teaching efforts with this student?
Please circle All that apply.

1

Special materials to use with the student

2

In-service training on the needs of this student

3

Special procedures to use with the student

4

Consultation services

5

Teacher aides or instructional assistants

6

Smaller student load or class size

7

Other: ___________________________________________________________

8

None of these

9

No assistance necessary

 

C8. In preparing for this student’s enrollment in this language arts, reading, or English class, which of the following were provided to you?
Please circle All that apply
.

1

This student’s IEP goals

2

This student’s academic abilities or previous academic performance

3

This student’s social/behavioral needs

4

Instructional modifications or adaptations needed by this student

5

Grading modifications needed by this student

6

Behavioral support plans that apply to this student

7

None of these

 

 

C9. Which of the following, if any, are provided to this student to help him/her in this class? Please circle All that apply OR CIRCLE "999" IF NONE OF THESE HAVE BEEN PROVIDED.

 

Accommodations/modifications

1

More time in taking tests

2

Test read to student

3

Modified tests

4

Modified grading standards

5

Slower-paced instruction

6

Additional time to complete assignments

7

Shorter assignments

8

Physical adaptations (e.g., preferential seating, special desks)

 

Additional personnel

9

Reader or interpreter

10

Teacher aides or instructional assistants

 

Additional supports & assistance

11

Student progress monitored by special education teacher or related services provider

12

Tutoring by special education teacher

13

Behavior management program

14

Learning strategies/study skills assistance

 

Learning aids

15

Books on tape

16

Communication aids (e.g., Touch Talker, manual printing board)

17

Use of spell checker

18

Computer software designed for students with disabilities

19

Computer hardware adapted for student’s unique needs (e.g., alternative keyboards, switch interface)

20

Other: _________________________________________________________

999

None of these provided

 

C10. Overall, how appropriate is this student's placement in your classroom?
Please circle ONE number.

1

Very appropriate

2

Somewhat appropriate

3

Not very appropriate

4

Not at all appropriate

5

Not sure

 

 

C11. Overall, how adequate are the educational supports that are provided to this student because of his/her disabilities?
Please circle ONE number.

1

Very adequate

2

Somewhat adequate

3

Not very adequate

4

Not at all adequate

5

Not sure

 

 

 

please GO on to Section e.

you do not need to complete section D.

 


 

 

SECTION D. ABOUT THE INDIVIDUALIZED OR SPECIAL EDUCATION LANGUAGE ARTS/READING/ENGLISH INSTRUCTION PROVIDED TO THIS STUDENT

 

 

PLEASE COMPLETE THIS SECTION ONLY IF YOU PROVIDE LANGUAGE ARTS, READING, OR ENGLISH INSTRUCTION TO THIS STUDENT IN A SPECIAL EDUCATION OR INDIVIDUALIZED INSTRUCTIONAL SETTING.

IF YOU TEACH THIS STUDENT IN AN INDIVIDUALIZED SETTING, PLEASE BEGIN WITH QUESTION D3.

 

 

D1. How many students in the language arts, reading, or English class of which this student is a part are identified as having the following primary disabilities?
PLEASE ENTER ONE NUMBER ON EACH LINE THAT REPRESENTS THE PRIMARY DISABILITY OF STUDENTS. INCLUDE EACH STUDENT IN ONLY ONE CATEGORY.

Number of students

 

____________

Autism

____________

Deaf-blindness

____________

Developmental delay

____________

Emotional or behavioral impairment

____________

Hearing impairment/deafness

____________

Learning disability

____________

Mental retardation

____________

Orthopedic impairment

____________

Other health impairment

____________

Multiple disabilities

____________

Speech or language impairment

____________

Traumatic brain injury

____________

Visual impairment/blindness

____________

Other: __________________________________________________

 

 

D2. How often does this student engage in the following instructional groupings in this class? Please circle ONE number on each line.

   

Frequently

Occasionally

Rarely/never

a.

Working with a peer partner

1

2

3

b.

Whole class instruction

1

2

3

c.

Instruction within small groups

1

2

3

d.

Individual instruction from classroom teacher

1

2

3

e.

Individual instruction from another adult

1

2

3

 

D3. How often does this student use each of the following instructional materials for language arts, reading, or English instruction?
Please circle ONE number on each line.

   

Frequently

Occasionally

Rarely/never

 

a.

Computers for Internet use

1

2

3

b.

Computers for writing and other language
arts activities

1

2

3

c.

Printed materials to supplement textbooks (e.g., literature selections)

1

2

3

d.

Specialized skill-building curricula
(e.g., phonics program, corrective reading programs)

1

2

3

e.

Textbooks

1

2

3

f.

Worksheets or workbooks

1

2

3

 

D4. How often does this student engage in each of the following instructional activities during language arts, reading, or English instruction?
Please circle ONE number on each line.

   

Frequently

Occasionally

Rarely/never

a.

Responds orally to questions

1

2

3

b.

Takes quizzes or tests

1

2

3

c.

Participates in class discussion

1

2

3

d.

Completes a reading assignment

1

2

3

e.

Works on a project or presentation

1

2

3

f.

Completes a writing assignment

1

2

3

g.

Receives skill-building instruction

1

2

3

h.

Reads silently

1

2

3

 

 

D5. How important are the following factors in determining grades or evaluations of progress for this student in this language arts, reading, or English class?
Please circle ONE number on each line, OR CIRCLE "999" IF YOU DO NOT DETERMINE GRADES OR evaluate PROGRESS FOR THIS STUDENT.

 

999

 

Progress is not evaluated, or grades are not determined for this student.


Not important in determining grades


Somewhat important in determining grades


Very important in determining grades

 

a.

Attitude/behavior

1

2

3

b.

Class participation

1

2

3

c.

Homework

1

2

3

d.

Items in student portfolios

1

2

3

e.

Performance on daily class work

1

2

3

f.

Performance on special projects

1

2

3

g.

Performance relative to a set standard

1

2

3

h.

Performance relative to the rest of the class

1

2

3

i.

Results of tests

1

2

3

 

 

D6. Which of the following, if any, are provided to this student to help him/her in this class? Please circle All that apply.

 

Accommodations/modifications

1

More time in taking tests

2

Test read to student

3

Modified tests

4

Modified grading standards

5

Slower-paced instruction

6

Additional time to complete assignments

7

Shorter assignments

8

Physical adaptations (e.g., preferential seating, special desks)

 

Additional supports & assistance

9

Reader or interpreter

10

Teacher aides or instructional assistants

11

Student progress monitored by special education teacher or related services provider

12

Tutoring by special education teacher

13

Behavior management program

14

Learning strategies/study skills assistance

 

Learning aids

15

Books on tape

16

Communication aids (e.g., Touch Talker, manual printing board)

17

Use of spell checker

18

Computer software designed for children with disabilities

19

Computer hardware adapted for child’s unique needs (e.g. alternative keyboards, switch interface)

20

Other: ___________________________________________________________

21

None of these provided

 


 

 

SECTION E. ABOUT THIS STUDENT’S PERFORMANCE AND FAMILY SUPPORT


ALL RESPONDENTS, PLEASE COMPLETE THIS SECTION.

 

 

E1. On the basis of this student’s performance in your class, what is your best estimate of the student’s overall reading ability?
PLease circle ONE number.

0

Preschool/Kindergarten level

7

7th grade level

1

1st grade level

8

8th grade level

2

2nd grade level

9

9th grade level

3

3rd grade level

10

10th grade level

4

4th grade level

11

11th grade level

5

5th grade level

12

12th grade or higher

6

6th grade level

   

 

E2. Which of the following best describes the grades this student is receiving for his/her performance in this language arts, reading, or English class?
PLease circle ONE number; select the type of grades that most closely resembles those you give, or circle "999."

999

Student does not receive grades, progress notes, or report cards.

     

Circle ONE

 

OR

Circle ONE

 

1

Mostly A’s

 

10

Mostly "excellent"

2

Mostly A’s & B’s

     

3

Mostly B’s

 

11

Mostly "good"

4

Mostly B’s & C’s

     

5

Mostly C’s

 

12

Mostly "fair"

6

Mostly C’s & D’s

     

7

Mostly D’s

 

13

Mostly "needs improvement"

8

Mostly D’s & F’s

     

9

Mostly F’s

     

 

E3a. Which of the following best describes this student’s English language proficiency?
Please circle ONE number.

1

Native English-speaker ® ® ® PLEASE GO TO QUESTION E4.

2

Bilingual (proficient or developing
proficiency in both

first language and English)

3

Limited-English-proficient PLEASE GO TO QUESTION E3b.

4

Non-English speaker

 

 

E3b. Are you proficient in the language other than English used by this student?

1

Yes

2

No

 

E4. How often does this student do each of the following in this class?
Please circle ONE number FOR each line.

Items related to this question will be listed here. These items and categories for rating student social behaviors and/or adaptive behaviors are being constructed.

 

 

 

 

E5. Approximately how often have you communicated with this student’s parent/guardian(s) during this school year about his/her progress (by phone, in person, or in writing), not counting routine progress reports or report cards?
Please circle ONE number.

0

Never

1

Once

2

A few times over the school year

3

Once every other month

4

Once a month

5

Once a week or several times a month

6

Every day or several times a week

 

E6. This school year, has this student’s parent/guardian(s) attended parent-teacher conferences with you or attended "back-to-school night?"
PLease circle ONE number.

1

Yes

2

No

3

Not applicable. We do not have parent conferences or "back-to-school night."

4

Don't know

 

E7. How involved is this student’s parent/guardian(s) in his/her school experiences
(e.g., monitoring homework or student’s progress in school)?
PLease circle ONE number.

1

Not at all involved

2

Not very involved

3

Fairly involved

4

Very involved

5

Don’t know


 

SECTION F. ABOUT YOU

 

ALL RESPONDENTS, PLEASE COMPLETE THIS SECTION.

 

F1. What are your main assignments at this school (i.e., the activity at which you spend most of your time)? PLease circle ALL that apply.

1

Full-time general education teacher

2

Full-time special education teacher

3

Part-time general education teacher

4

Part-time special education teacher

5

Itinerant teacher (i.e., you provide instruction at more than one school)

6

Long-term substitute (i.e., will fill the role of a regular teacher on a long-term basis, but are still considered a substitute)

7

Related services provider
(e.g., speech therapist) PLEASE GO TO QUESTION F5.

8

Paraeducator

9

Other: ___________________________________________________________

 

F2. Are you credentialed to teach language arts, reading, or English at this student’s grade level?

1

Yes

2

No

 

F3. For how many years have you been a teacher?

_________

Years in teaching

 

F4. How many years have you taught or had special education students in your classroom?

_________

Years in teaching special education students

 

F5. What is the highest level of education you have completed?
PLease circle ONE number.

1

High school diploma

2

Associate’s degree

3

Bachelor’s degree

4

At least 1 year of course work beyond a bachelor’s but not a graduate degree

5

Master’s degree

6

Education specialist or professional diploma with at least 1 year of course work past a master’s degree

7

Doctorate degree

8

Other: _____________________________________________________________

 

F6. Which of the following types of credentials do you hold in this state for your current teaching assignment?
Please circle ONE number.

1

Regular or standard or advanced certificate

2

Probationary certificate

3

Provisional (or other type given to persons who are still participating in an "alternative certification program")

4

Temporary certificate (requires some additional coursework and/or student teaching)

5

Emergency certificate or waiver

6

Other: _____________________________________________________________

7

None of the above

 

F7. Which of the following certificates, credentials, or licenses do you hold in this state? PLEASE CIRCLE ALL THAT APPLY.

1

General education credential

2

Disability-specific credential or endorsement

3

Special education credential or endorsement (for more than one disability category)

4

Speech/language certification

5

Physical therapy license

6

Occupational therapy license

7

Other: ___________________________________________________________

8

None of these

 

F8. During the past 3 years, have you attended in-services totaling 8 or more hours to help you in any of the following areas?
if yes, Please circle All areas in which you received 8 or more hours of in-service training.

1

Teach language arts, reading, English, or writing

2

Work with students who are considered to be "at risk"

3

Work with students with disabilities

4

Classroom management

5

None of these

 

 

F9. On a scale of 1 (needs improvement) to 5 (fully competent), how would you rate your current ability to do each of the following?
Please circle ONE number for each statement.


 

Needs Fully
improvement
competent

a.

Motivate students to participate in academic tasks

1 2 3 4 5

b.

Use technology in instruction

1 2 3 4 5

c.

Adapt instruction and/or materials to address varying needs and achievements of individual students

 

1 2 3 4 5

d.

Teach reading skills

1 2 3 4 5

e.

Teach English at this student’s grade level

1 2 3 4 5

f.

Monitor students’ progress

1 2 3 4 5

g.

Adjust instruction based on student progress

1 2 3 4 5

h.

Manage behavior

1 2 3 4 5

 

F10. Please indicate the extent to which you agree or disagree with each of the following statements.
Please circle ONE number on each line.

   

Strongly agree

Agree

Disagree

Strongly disagree

a.

I am given the support I need to teach students with special needs.

1

2

3

4

b.

I have adequate training for teaching students with disabilities.

1

2

3

4

c.

The school leadership has high expectations and standards for students and teachers.

1

2

3

4

d.

The principal promotes instructional improvement among school staff.

1

2

3

4

e.

This school is a safe place for students.

1

2

3

4

 

 

F11. Which best describes you?
Please circle All that apply.

1

African-American or Black

2

American Indian or Alaska Native

3

Asian

4

Caucasian or White

5

Hispanic or Latino

6

Native Hawaiian or other Pacific Islander

7

Other: _____________________________________________________

 

 

 

 

THANK YOU FOR COMPLETING THIS QUESTIONNAIRE!

Please return it in the postage-paid envelope to:

The Special Education Elementary Longitudinal Study (SEELS)

(contractor address)

SEELS DESIGN DOCUMENTS