Transitioning to High School (High School Teachers)

Survey of high school social studies and special education teachers who teach 9th graders about instruction, resources, pacing, and related issues. The information will be used by the Social Studies Curriculum Development Team to determine where we need additional research, professional development, vertical alignment, and/or resources.
Name (optional): 


A red asterisk (*) indicates required questions.

  1. Please select your school. This will help us encourage participation throughout the division and be used with results from the elementary and middle school survey results to assist in developing plans of action by corridor.*
    Atlee
    Hanover
    Lee-Davis
    Patrick Henry


  1. In what course(s) do you teach 9th graders?*
    World History I Collab
    World History I Standard
    World History I Advanced
    Modern Global Studies Collab
    Modern Global Studies Standard
    Modern Global Studies Advanced
    Other (please specify below)


  1. If you selected "Other" in the previous question, please indicate what course you teach 9th graders.


  1. How much do you use the textook as a primary teaching tool?*
    almost daily
    sometimes
    mostly use it as a resource, but rarely as a main teaching tool
    never consider it a primary teaching tool


  1. Which of the following best describes your reason for not using the textbook?*
    The reading level is too difficult for my students.
    It does not correlate very well with the SOLs and/or curriculum.
    It is poorly written, confusing, or contains too much extra material.
    Using teacher created materials or notes is a better use of instructional time.
    N/A it is used almost daily in my class


  1. The average 9th grade student knows all of the continents, oceans, major world powers, and key imaginary lines (i.e., Equator, Prime Meridian, etc.) and can identify them on a world map.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student can write a well-developed, three to five paragraph essay.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student can create and interpret a wide range of graphs and charts.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student is familiar with and can correctly select and use a wide range of graphic organizers when reading material in class or for homework.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student knows how to research topics, cite sources, and present information in a variety of different formats.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student knows how to navigate through a textbook using the table of contents, glossary, chapter and subtopic headings, etc.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. The average 9th grade student has a well-developed understanding of basic historical concepts, chronological thinking, and use of academic vocabulary.*
      1 2 3 4 5  
    Strongly agree   Strongly disagree


  1. Which of the following do you have your students use during instruction and/or for projects? [Check all that apply.]*
    Microsoft Word and Excel
    Microsoft Publisher
    Microsoft Power Point
    Photostory
    Windows Moviemaker
    Inspiration
    Mapmaker's Toolkit
    Google Earth
    Other (please specify below)


  1. If there are other technology programs and/or tools that your students use, please identify them in the space provided.


  1. Which of the following would you describe as the greatest challenge in structuring your social studies instruction?*
    The volume of factual information the students are expected to retain.
    Planning lessons that promote understanding of the material as a whole.
    Not enough time to teach the curriculum.
    Lack of student reading skills and background knowledge when they come to you.
    Other (please specify below)


  1. If you answered "Other" on the previous question, please respond below.


  1. How much class/homework time do you devote to memorization strategies for SOL facts?*
    Less than 10%
    10-25%
    25-50%
    More than 50%


  1. How much homework do typically give?*
    Every class - amount of time is up to 1 hour of work
    Every class - amount of time is usually exceeds 1 hour
    Most classes - amount of time to complete varies up to 1 hour
    Most classes - amount of time exceeds 1 hour
    Rarely - assigned if work is not completed in class
    Rarely - assigned for periodic projects
    Never


  1. Which of these best describes the types of assessments you use?*
    All multiple choice and/or other traditional item types (matching, T/F, completion)
    Mostly traditional items and some open-ended/short answer items
    Mostly traditional item types and some projects
    All open-ended/short answer items
    Other (please specify below)


  1. If you answered "Other" in the previous question, please respond below with the types of assessments you use.


  1. Please let us know if there is other information you think would assist in helping students transition to high school.





Nora Wheeler
Lead Teacher Specialist
Ashland, VA