Participant Classroom Implementation Survey A - Phase V



  1. How did you enroll in the FOR-PD course?
    Through my school district
    Through open-enrollment
    Through a university
    Through a community college


  1. Why did you enroll in the FOR-PD course? (Pick as many as needed.)
    Reading Endorsement
    CAR-PD
    University credit
    EPI/Community College
    ACP/District
    REESOL
    Recertification
    My own professional development
    Other


  1. Are you a K-12 classroom teacher?
    Yes
    No


  1. At what school level do you work primarily?
    Public Elementary School (K-5)
    Public Middle School (6-8)
    Public High School (9-12)
    Public Charter School
    Public K-8 School
    Public K-12 School
    Private School
    Higher Education
    Other
    N/A


  1. What is your primary content area or focus of your position?
    Reading
    Elementary (general classroom teacher)
    Language Arts
    ESOL
    Exceptional Student Education
    Foreign Language
    Gifted
    Mathematics
    Social Studies
    Science (including Physics, Biology, etc.)
    Business
    Administration
    Other
    N/A


  1. How many years have you been teaching?
    Pre-service teacher
    This is my first year teaching.
    1-2 years
    3-5 years
    6-10 years
    11 years and up
    N/A


  1. Did you obtain your degree through a college of education or other route? If you have more than one degree and one of them is from a college of education, select “College of Education.”
    College of Education
    Other route


  1. Has FOR-PD positively impacted your classroom instruction?
    Yes
    No
    N/A


  1. Are you applying the reading knowledge gained from FOR-PD in your classroom instruction?
    Yes, definitely
    Sometines
    Not often
    No, not at all
    N/A


  1. To what extent are you comfortable with using the reading strategies taught in FOR-PD? (not at all; small extent; moderate extent; large extent; N/A)
     
      1 2 3 4     N/A
    Not at all   Large extent  


  1. Please indicate your current level of use for each of these effective reading instructional principals listed below: (almost every day; twice a week; once or twice a month; never or hardly ever; N/A)

            1 2 3 4       N/A
      Explicit systematic instruction Almost every day  Never or hardly ever   
      Modeling using think-alouds Almost every day  Never or hardly ever   
      Using shared, guided, and independent reading Almost every day  Never or hardly ever   
      Activating prior knowledge Almost every day  Never or hardly ever   
      Building phonemic awareness and phonic skills Almost every day  Never or hardly ever   
      Developing vocabulary Almost every day  Never or hardly ever   
      Developing comprehension Almost every day  Never or hardly ever   
      Building fluency Almost every day  Never or hardly ever   
      Implementing instructional strategies before, during, and after reading Almost every day  Never or hardly ever   
      Use differentiated instruction techniques and strategies  Almost every day  Never or hardly ever   
      Developing a print-rich environment, including classroom library and word walls Almost every day  Never or hardly ever   
      Screening diagnosis and progress monitoring Almost every day  Never or hardly ever   


  1. To what extent do you agree with the following statements? (Check one response per item.) (Likert scale: strongly agree, agree, neither agree nor disagree, disagree, strongly disagree; N/A)

            1 2 3 4 5       N/A
      The instructional strategies taught in FOR-PD helped my students learn. Strongly agree  Strongly disagree  
      My students read and comprehend better as a result of my participation in FOR-PD. Strongly agree  Strongly disagree  
      Participation in FOR-PD has had a positive impact on my ability to meet the needs of diverse learners Strongly agree  Strongly disagree  
      Participation in FOR-PD has had a positive impact on my students' grades. Strongly agree  Strongly disagree  
      Participation in FOR-PD has had a positive impact on my students' FCAT scores.  Strongly agree  Strongly disagree  
      The instructional strategies I used as a result of FOR-PD helped my students' reading growth. Strongly agree  Strongly disagree  
      My participation in FOR-PD has had a positive impact on my students’ understanding of my course content. Strongly agree  Strongly disagree  


  1. If you don’t believe that FOR-PD had a positive impact on your students' grades, please explain why.


  1. If you don’t believe that FOR-PD had a positive impact on your students' FCAT scores, please explain why.


  1. After the course is completed, FOR-PD continues to offer follow-up support for reading instruction. To what extent have you used the follow-up support mechanisms?
    (1=never used this; 2=plan on using this in the future; 3=am using somewhat; 4=use routinely)

            1 2 3 4      
      Newsletters never used this use routinely  
      Classroom reproducibles never used this use routinely  
      FOR-PD website never used this use routinely  


  1. Please indicate how much you agree with the following statements regarding your role to influence students’ reading achievement?

            1 2 3 4 5       N/A
      I believe my teaching strategies are effective in helping my students progress. Strongly agree  Strongly disagree  
      I am well prepared to meet the needs of English Language Learners. Strongly agree  Strongly disagree  
      I am well prepared to meet the needs of students with special needs (e.g., disabilities, special education). Strongly agree  Strongly disagree  
      My teaching strategies allow my students to build and practice vocabulary well. Strongly agree  Strongly disagree  
      My teaching strategies allow my students to build and practice comprehension independently. Strongly agree  Strongly disagree  


  1. How often do your students participate in the following: (almost daily, once or twice a week, once or twice a month, never or hardly ever, N/A)

            1 2 3 4       N/A
      Students choose resources to use to complete projects or classroom assignments. Almost Daily  Never or hardly ever   
      Students choose the method that they will use to demonstrate their knowledge (i.e. presentations, posters, skit, or other). Almost Daily  Never or hardly ever   
      Students choose their own reading assignments. Almost Daily  Never or hardly ever   
      Student led discussions. Almost Daily  Never or hardly ever   
      Summarize or explain what they have read in their own words. Almost Daily  Never or hardly ever   
      Report writing Almost Daily  Never or hardly ever   


  1. Please indicate the way(s) in which your students are typically engaged in class activities.
    Entire class engaged in the same activities at the same time
    Groups of students engaged in the same activity at the same time
    Groups of students are engaged in different activities at the same time (e.g. centers)
    Students work independently
    Students work in small groups or pairs


  1. How often do you do the following: (almost always/always, most of the time, sometimes, almost never/never, N/A)

            1 2 3 4       N/A
      Meet with students one-on-one to review their work and evaluate their progress. Almost Always/always Almost never/never  
      Adjust student goals and your expectations according to your students’ individual needs. Almost Always/always Almost never/never  
      Adjust your teaching strategies according to your students’ individual needs. Almost Always/always Almost never/never  
      Use peers to teach or help a student. Almost Always/always Almost never/never  


  1. Please indicate which of the following can be observed in your classroom. Please do not respond to this item if you are not a K-12 teacher.

            1 2      
      Student work displayed Yes No  
      Posters Yes No  
      Word walls Yes No  
      Student written books or journals Yes No  
      Computer(s) (available for student use) Yes No  
      Reference materials Yes No  
      Textbooks Yes No  
      Instructional charts Yes No  
      Magazines Yes No  
      Text sets Yes No  
      Comic books Yes No  
      Trade books (literature, informational books) Yes No  
      Small group gathering area(s) Yes No  
      Reading nook(s) Yes No  


  1. How well does your school or district provide your classroom with the materials you need to promote literacy? (may choose more than one)
    My school/district provides sufficient resources.
    My school/district provides sufficient resources to meet the needs of diverse learners.
    My school/district provides most of what I need.
    My school/district provides some of the resources that I need.
    My school/district does not provide sufficient resources.
    I have acquired my own resources which are sufficient.
    N/A