|
|
|
||||||||
Teacher Surveys K-12
K-12
language arts teachers as well as special education teachers teaching language
arts were surveyed. Approximately
135 teacher responses were received. The surveys and tables, which show the
detailed results for each individual question by grade level cluster (K-2, 3-5,
6-8, 9-12), are found in Appendix G. The
summary that follows is based on a synthesis of the results of all of the grade
level clusters and is grouped by topic.
Summary of Teacher Results:
N.B. The percentages given
represent the combined total of those who responded with strongly agree
and agree; the percentages in parenthesis represent a separate category
of those who responded with neutral.
Language Arts Learning Objectives
q
Eighty-eight percent (0% neutral)
of K-2, 64% (7% neutral) of 3-5, 71% of 6-8 (6% neutral), and 100% (0% neutral)
of 9-12 teachers indicated that they understand what language arts skills their
students need to master by the end of the school year.
q
Seventy-seven percent (0% neutral)
of K-2, 45% (13% neutral) of 3-5, 69% (11% neutral) of 6-8, and 100% (0%
neutral) of 9-12 teachers indicated that they understand when, during the course
of the school year, they need to teach certain language arts skills.
q
Forty-eight percent of K-2 (0%
neutral), 16% (19% neutral) of 3-5, 32% (32% neutral) of 6-8, and 69% (31%
neutral) of 9-12 teachers agree that the language arts literacy curriculum
provides them with the necessary strategies to accomplish the learning
objectives as presented in the curriculum.
q
Fifty-five percent (12% neutral)
of K-2, 10% (26% neutral) of 3-5, 47% (21% neutral) of 6-8, and 85% (15%
neutral) of 9-12 teachers agree that the language arts program is designed to
meet the needs of their students.
Student Progress
q
Eighty-four percent (7% neutral)
of K-2, 68% (10% neutral) of 3-5, 75% (10% neutral) of 6-8, and 75% (25%
neutral) of 9-12 teachers agree that students in their classroom are making
adequately yearly progress.
q
Sixty-six percent (18% neutral) of
K-2 and 10% (23% neutral) of 3-5 teachers agree that the curriculum assessment
tools provide them with a means to identify the specific difficulties of
struggling readers.
q
Fifty percent (31% neutral) of
K-2, 29% (23% neutral) of 3-5 teachers agree that the curriculum assessment
tools provide them with a means to identify the specific difficulties of
struggling writers.
Instructional Strategies
q
Forty-four percent (22% neutral)
of K-2, 13% (19% neutral) of 3-5, 28% (11% neutral) of 6-8, and 69% (15%
neutral) of 9-12 teachers agree that the language arts program provides them
with strategies to address the needs of struggling readers.
q
Thirty-six percent (29% neutral)
of K-2, 17% (20% neutral) of 3-5, 32% (11% neutral) of 6-8, and 69% (15%
neutral) of 9-12 teachers agree that the language arts program provides them
with strategies to address the needs of struggling writers.
q
Fifty-one percent (7% neutral) of
K-2, 43% (20% neutral) of 3-5, 63% (16% neutral) of 6-8, and 77% (15% neutral)
of 9-12 teachers agree that the language arts program provides them with
strategies to address the needs of highly able readers.
q
Forty-nine percent (12% neutral)
of K-2, 43% (20% neutral) of 3-5, 74% (11% neutral) of 6-8, and 77% (15%
neutral) of 9-12 teachers agree that the language arts program provides them
with strategies to address the needs of highly able writers.
q
Sixty-seven percent (10% neutral)
of K-2, 29% (29% neutral) of 3-5, 58% (11% neutral) of 6-8, and 79% (14%
neutral) of 9-12 teachers agree that the language arts program allows them to
differentiate instruction for their students as readers.
q
Sixty-two percent (10% neutral) of
K-2, 29% (32% neutral) of 3-5, 68% (5% neutral) of 6-8, and 72% (21% neutral) of
9-12 teachers agree that the language arts program allows them to differentiate
instruction for their students as writers.
q
Eighty-eight percent (7% neutral)
of K-2, 73% (10% neutral) of 3-5, 58% (37% neutral) of 6-8, and 93% (7% neutral)
of 9-12 teachers agree that in implementing the language arts curriculum they
have adequate flexibility to use their teaching style and strengths in a way
that is most effective to respond to the needs of their students.
Materials
q
Sixty-six percent (11% neutral) of
K-2, 40% (17% neutral) of 3-5, 68% (11% neutral) of 6-8, and 77% (including 14%
neutral) of 9-12 teachers agree that they have professional materials/books to
implement the language arts literacy curriculum.
q
Forty-one percent (11% neutral) of
K-2, 11% (7% neutral) of 3-5, 16% (0% neutral) of 6-8, and 50% (21% neutral) of
9-12 teachers agree that the student materials/books are sufficient to meet the
needs of their students.
q
Thirty-seven percent (32% neutral)
of 6-8 and 57% (29% neutral) of 9-12 teachers agree that the curriculum
resources provide a number of reading strategies that they can use in their
classroom.
Language
Arts Assessment Tools and Standardized Tests
q
Fifty-eight percent (12% neutral))
of K-2 teachers agree that the K-2 language arts assessments adequately measure
student progress and mastery of the language arts learning objectives.
q
Forty-one percent (30% neutral) of
K-2, 19% (19% neutral) of 3-5, 26% (26% neutral) of 6-8, and 36% (29% neutral)
of 9-12 teachers find that language arts portfolios are a useful assessment
tool.
q
Twenty percent (13% neutral) of
3-5, 21% (21% neutral) of 6-8, and 71% (29% neutral) of 9-12 teachers agree that
the language arts curriculum adequately prepares their students to take
standardized tests.
q
Fifty-three percent (11% neutral)
of 6-8, and 71% (14% neutral) of 9-12 teachers agree that the language arts
program provides appropriate flexibility to move from one academic level to
another.
Word
Study Program (Word Journeys)
q
Forty-four percent (15% neutral)
of K-2 and 37% (10% neutral) of 3-5 teachers agree that Word Journeys is
effective in assisting students in decoding.
q
Thirty-seven percent (16% neutral)
of K-2 and 47% (17% neutral) of 3-5 teachers agree that Word Journeys is
effective in assisting students in spelling.
Professional
Development
q
Thirty-three percent (22% neutral)
of K-2, 28% (14% neutral) of 3-5, 47% (21% neutral), and 43% (29% neutral) of
9-12 teachers agree that the district professional development workshops that
they have attended have assisted them in the implementation of the language arts
literacy curriculum
Time
on Task
q
Fifty-two percent (9% neutral) of
K-2, 3% (10% neutral) of 3-5, 16% (21% neutral) of 6-8, and 46% (8% neutral) of
9-12 teachers agree that they have uninterrupted time or enough time to
implement the language arts curriculum.
Language Arts Curriculum Documents
q
Sixty-one percent (9%
neutral) of K-2, 3% (16% neutral) of 3-5, 16% (16% neutral) of 6-8, and 43% (36%
neutral) of 9-12 teachers agree that the language arts curriculum is well
organized.
q
Fifty-six percent (16%
neutral) of K-2, 3% (23% neutral) of 3-5, 21% (16% neutral) of 6-8, and 50% (36%
neutral) of 9-12 teachers agree that the language arts curriculum is user friendly.
q
Forty-one percent (16%
neutral) of K-2, 10% (16% neutral) of 3-5, 16% (11% neutral) of 6-8, and 42%
(25% neutral) of 9-12 teachers agree that
they have been provided with sufficient
model lessons to plan long term and daily assignments.
q
Forty percent (20%
neutral) of 3-5 teachers
agree that the literature units of study mandated in the curriculum are helpful
in providing a framework for instruction in reading and writing.
q
Forty percent (12% neutral) of K-2, and 68% (19% neutral) of
3-5 teachers agree that cursive writing
should continue to be mandated as part of the curriculum.
q
Eleven percent (26%
neutral) of 6-8, and 64% (14% neutral) of 9-12 teachers agree
that the curriculum adequately provides
them with lessons to make students aware of plagiarism and the consequences of
it.
q
Ninety-two
percent (8% neutral) of 9-12 teachers agree that the course offerings in grades
11 and 12 are challenging.
Teaching
Strategies and Student Learning
q
Sixteen percent (19%
neutral) of K-2, 59% (13% neutral) of 3-5, 64% (14% neutral) of 6-8, and 69% (8%
neutral) of 9-12 teachers agree that their
students consistently use the Six +1 Writing Traits to self-assess
writing.
q
Forty-three percent (21%
neutral) of K-2, 45% (16% neutral) of 3-5, 63% (16% neutral) of 6-8, and 50%
(29% neutral) of 9-12 teachers agree that
literature circles help to enhance
student learning.
q
Thirty-six percent (18%
neutral) of K-2, 65% (19% neutral) of 3-5, 100% (0% neutral) of 6-8, and 100%
(0% neutral) of 9-12 teachers indicate
that they use rubrics to assess
students’ work.
q
Sixteen percent (19%
neutral) of K-2, 61% (19% neutral) of 3-5, 100%
(0% neutral) of 6-8, and 89% (11% neutral) of 9-12 teachers provide copies of rubrics to students prior to
the assignment due dates.
q
Eighty-four percent (5%
neutral) of K-2, 86% (4% neutral) of 3-5, 100% (0% neutral) of 6-8, and 91% (8%
neutral) of 9-12 teachers provide
models of assignments to students, and students find these helpful.
Progress
Reports
q
Fifty-two
percent (8% neutral) of K-2 teachers agree
that the K-2 Progress Report parallels the language arts curriculum.
q
Twenty-three
percent (29% neutral) of 3-5 teachers agree that the 3-5 Progress Report
parallels the language arts curriculum.
Overall
Satisfaction
q
Forty-nine percent (12% neutral) of K-2, 13% (7% neutral) of
3-5, 37% (26% neutral) of 6-8, and 69% (31% neutral) of 9-12 teachers indicate
that they are satisfied with the current language arts curriculum.
Summary
of K-2 Teacher Written Comments:
When asked about the language arts literacy curriculum,
grades K-2 teachers commented on the following:
Strengths:
ü
Differentiation in instruction
ü
Revised K-2 curriculum document
ü
Engaging; promotes love of reading/writing
ü
Teacher’s empowerment/flexibility of program to meet needs
ü
Rich literature
ü
Sample lessons
ü
Word Journeys
ü
Respect of developmental stages
ü
Allows for creativity
Weaknesses:
ü
Need for more training
ü
More direct instruction for weak readers needed
ü
More sample lessons needed
ü
Need for materials/programs that are more
structured/systematic in nature to differentiate instruction for all students,
especially weak readers and writers
ü
Not consistent across the District
ü
Need to revisit K-2 Progress Report (time, process, etc.)
Professional Development:
Grades K-2 Teachers expressed a need for ongoing training in
all areas of language arts: reading,
writing, word study, reading comprehension, helping struggling readers, word
study, literature circles, use of non-fiction, and implementation of the
curriculum.
Summary of 3-5 Teacher Written Comments:
When asked about the language arts literacy curriculum,
grades 3 -5 teachers commented on the following:
Strengths:
ü
Very flexible
ü
Balanced literacy
ü
Six + 1 Writing Traits Tool Kit very
good for teaching writing
Weaknesses:
ü
Lacks clear, systematic organization
ü
Not user friendly
ü
Not enough structured, systematic, direct explicit
instruction in reading and writing skills
ü
Spelling program, Word Journeys, too time consuming
ü
Need for a comprehensive curriculum to be used consistently
across the district
Professional Development:
Grades 3-5 teachers expressed a need for professional
development in how to teach specific skill areas in a structured, concrete,
clear-cut, comprehensive structure, with direct, explicit instruction.
They also expressed the need for support in the organization of lesson
planning with examples of lessons.
Summary of 6-8 Teacher Written Comments:
When asked about the language arts literacy curriculum,
grades 6-8 teachers commented on the following:
Strengths:
ü
Flexibility to practice authentic instruction/assessment,
including autonomy for teachers to “target teach”
ü
The benefit of departmental meetings where ideas are shared
and curriculum plans are discussed
ü
The strength of the literature circles/writing circles in the
classroom
Weaknesses:
ü
Curriculum guides are not user friendly
ü
No clear-cut objectives and little scope and sequence for
conventions to be taught
ü
Lack of resources, particularly focused on a perception that
there are only “theory books, not novels”
ü
“Disconnect” between special education and language arts
programs in terms of co-teaching
Professional Development:
Grades 6-8 teachers have asked for more professional
development on differentiated instruction.
A second area of interest focused on accommodating learners at all levels
(phonics, grammar/creative ways to teach it, writing instruction, materials for
“low-level learners,” tiered lesson planning, enrichment activities for
“highly able learners,” motivating students to learn, strategies for
reluctant learners.
Summary of 9-12 Teacher Written Comments:
When asked about the language arts literacy curriculum,
grades 9-12 teachers commented on the following:
Strengths:
ü
Flexibility individual teachers have to implement instruction in the
classroom
ü
Choices of reading materials
ü
Elective courses available for 11/12/ graders
ü
Competency of the teaching staff
ü
Leadership of the subject chair
ü
Strength of the HSPA Supplemental Program and its success
Weaknesses:
ü
Lack of time to grade student essays and to interact with
colleagues regarding professional issues
ü
Need to infuse more work throughout the entire curriculum
regarding the teaching of non-fiction writing
ü
Not enough emphasis on grammar and vocabulary development
Professional Development:
Grades 9-12 teachers expressed the need for additional
professional development in strategies for teaching reading (helping an entire
class to “get it”), writing, and learning in general (cooperative learning,
strategies for at-risk students).