Participating Teacher Online Log

OMB Clearance Package for Study 2.1c

Participating Teacher Online Log

This log provides you an opportunity to give researchers data on your classroom practices, activities, and ELL accommodations or ELL-specific strategies that you have used during your classes. When you respond to the items, please respond based on a typical week over this past quarter (this might be the previous week or two weeks ago – we just want to be sure that the data we collect reflect what a typical week might involve, rather capturing an unusual week – such as one filled with student testing). Also, please note that data collected from the log will be reported in the aggregate – that is, individual teacher names will not be associated with responses to items.

Completion of this log should take no more than 20 minutes.

Background Information

a. Your name (required) ______________________

b. Your school’s name _______________________

c. What classroom materials did you use this quarter for teaching ELLs? __________________________________________________________________

Organization of Curriculum and Pedagogy

Meeting Individual Student Needs	Never	Rarely	Some of the time	Most of the time	Always
I scaffold my lessons for students so they receive adequate amounts of support to move from one level of understanding to a higher level.					
I facilitate student understanding of both English language and content during lessons by providing comprehensible input (e.g., gestures, real-life objects, visuals (photos, pictures, and drawings), etc.)					
I adjust my speaking (e.g., clear expression and articulation; short, simple sentences; eye contact with students; high frequency vocabulary; reduction of idiomatic expressions; nouns more than pronouns) to match students’ English proficiency level.					
I “level” assignments and homework to align with the students’ levels of English language acquisition.					
I know the level of English language proficiency in understanding, speaking, reading, and writing for each ELL.					
I can separate how I know if I am assessing what content the student knows versus how they can respond (orally, reading, writing) in English.					

How frequently would you estimate you do each of the following in a typical week?

Language Instruction (Receptive and Expressive – Listening and Speaking)	0 times	1-2 times	3-4 times	5+ times
...deliberately provide opportunities for children to speak (e.g., conversation, recitation, oral storytelling, songs, chants, answer questions aligned with their level of language acquisition)?				
...deliberately provide opportunities for students to show what they heard by pointing; answering yes/no or either/or questions, one- or two-word answers, listing, labeling; answering why or how questions, explaining with phrase or short-sentence answers; answering what would happen if ....? Or what do you think ...?; Decide if ...; Retell...				
...deliberately provide opportunities for children to listen given comprehensible input (e.g., oral storytelling, songs, chants)?				
...deliberately provide time for students to learn about the process of writing provided comprehensible input (e.g., visual and context clues in graphic organizers, picture cards, etc.)?				
...compose and write with your students by using techniques aligned with students’ stage of English language acquisition (e.g., shared drawing or writing, think aloud while modeling writing, scribing student brainstormed labels for picture cards, etc)?				
...deliberately provide time for students to write or draw what they understand on their own?				

...read with your students and check for their comprehension by asking ELA appropriate questions?				
...have students read independently at levels aligned with students’ stage of English language acquisition?				

Reading Instruction	0 times	1-2 times	3-4 times	5+ times
...deliberately provide ample time for reading to students?				
...deliberately make connections between text and students’ background knowledge by asking questions aligned with their stage of English language acquisition?				
...use open-ended questions based on students’ stages of English language acquisition related to what they are reading or what is being read to them?				
...deliberately tailor instruction based on identified stage of English language acquisition?				

Small Group Instruction			Yes	No
Do you typically use small group instruction?				
On average, how many days per week did you use small groups to teach reading this week? (Recall that we are thinking of a typical week).	 0	 1	 2	 3	 4	 5

Thinking about a typical week, how many times do students in each ability group participate in small-group instruction?	0	1	2	3	4	5	Do not have students in this group
Emergent Readers							
Early Readers							
Early Fluency Readers							
Fluent Readers							

Thinking about a typical week, how much time each day do students in each ability group spend in small-group instruction?	less than 25 minutes	25 – 50 minutes	51 – 75 minutes	76 – 100 minutes	more than 100 minutes	Do not have students in this group
Emergent Readers						
Early Readers						
Early Fluency Readers						
Fluent Readers						

Which of the following ELL teaching strategies did you use during small group instruction in your typical week? (check all that apply)
Modeling how to read a text using the words and pictures (think aloud)	
Summarizing think aloud with fewer words	
Explicitly stating the strategy clearly for students	
Prompting students for strategies (e.g., use the pictures to help you, what does the picture tell you, look at the pictures to see if they help you figure out what the word could be, etc.)	
Extending students’ use of both social and academic language	

Whole Group Instruction	less than 75 minutes total (or, less than15 minutes a day)	76-150 minutes total (or about 15 – 30 minutes a day	151- 200 minutes total (or about 30-40 minutes a day)	more than 200 minutes total
Thinking about this past week, on average how much total time did you spend in whole group instruction for all of your English language learners per week?				

Use of Authentic & Meaningful Experiences

How frequently would you estimate you do each of the following in a typical week?

Authentic and Meaningful Experiences	0 times	1-2 times	3-4 times	5+ times
...select and incorporate student responses, ideas, examples and experiences into the lesson				
...strategically use students’ native language to help students understand content				
...use direct instruction with visual representations (gestures and facial expressions )when teaching vocabulary and clarifying meaning of content				
...use different genres of text (fiction and non-fiction)				
...read with students				
...read for students				
...provide activities that advance academic proficiency and develop English language skills				

	Not important	Partially important	Moderately important	Very important
How important is consideration of student background knowledge and interests in your teaching practice?				
How important is the purpose that context serves for learners in your teaching practice?				

Assessment

For what purpose did you conduct assessment(s) this past week? [check all that apply]
To place children for instruction (diagnostic assessment)	
To note learning as I taught (on-the-run assessment)	
To identify student work as evidence of learning (assessment for learning)	
To collect information for planning instruction (assessment for teaching)	
To collect information for reporting on student progress (assessment for accountability)	
To examine the effectiveness of my teaching in relationship to the assessment of student learning (self-assessment)	
Please indicate if you do any of the following during a typical week based on your assessment of students: (check all that apply)
Group students by their varying levels of English language proficiency	
Group students by their varying levels of English reading and writing abilities	
Work with students individually to reinforce/re-teach target skills and/or strategies	
Provide immediate, on-demand instruction to address areas of need	

Teacher Beliefs / About My Students...	Not at all important				Extremely important
Thinking about their success in school, how important is it that your ELL students acquire proficiency in English?	 1	 2	 3	 4	 5
Thinking about their success in school, how important is it that your ELL students are motivated to learn?	 1	 2	 3	 4	 5
Thinking about their success in school, how important is it that you maintain high expectations for your ELL students?	 1	 2	 3	 4	 5

	Completely Disagree	Partially Disagree	Partially Agree	Completely Agree
To what extent do you agree that your ELL students can achieve at the same levels as their non-ELL peers.				

Materials

Did you need to supplement your curriculum with material outside of your typical ELL curriculum this quarter?  Yes  No

If yes, what materials did you use and why?

Did the pace of your instruction allow you adequate time to address the needs of your ELLs?

 Yes  Somewhat  No

Based on your experience this quarter, how adequate were your classroom materials in meeting the needs of each of the following groups of students?

	Very Inadequate	Inadequate	Somewhat Adequate	Adequate	Very Adequate	N/A
Emergent Readers						
Early Readers						
Early Fluency Readers						
Fluent Readers						

Based on your observations of students using the classroom materials over this past quarter, what percentage of students would you place in each of the following categories related to level of student engagement? (Percentages should add up to 100%.)

_____% High engagement – Students stayed on task during instruction and enjoyed participating in the activities. Students showed interest in the materials. Students made positive comments about the materials, including the illustrations and graphics. Students often talked to each other about the materials and regularly asked questions about the reading content. They requested to see/read more and wanted to access the materials independently during the school day and at home.

______% Average engagement – Students stayed on task and participated in the required activities. They showed some interest in the materials. Students made some positive comments about the materials. They sometimes discussed the content with each other. They didn’t ask to see/read more nor did they show much interest in accessing the materials outside of the language arts instructional period.

______% Low engagement – Students had difficulty staying on task and participating in the required activities. They showed very little interest in the materials. Students made few or no positive comments about the materials.

<If CONTROL teacher, jump to end>

• [TREATMENT TEACHERS ONLY]

The purpose of this section is to get a better understanding of your implementation of the On Our Way to English and Responsive Instruction for Success in English programs. We are interested in knowing which of the components and materials you implement, the extent to which you implement them, and the nature of your use. Some of the questions will ask you to reflect on a recent, typical week. Other questions will ask that you consider your implementation of OWE and RISE over the past quarter, from <insert date> to <insert date>.

How many days are the On Our Way to English materials used with your ELL students in a typical week?

 0  1  2  3  4  5

Are reading/ELL instructional periods missed or disrupted in a typical week?  Yes  No

If yes, why?

How much weekly planning and preparation time was required for one complete On Our Way to English lesson? ____ minutes

Thinking about your current place in the On Our Way to English materials, what Unit was your most recent focus? (check all that apply)

 1 School Days

 2 Welcome to My World

 3 Neighborhood News

 4 Weather Wonders

 5 Animals and Their Homes

 6 Away We Grow

 7 Taking Care

 8 Big Beautiful Earth

Which Thematic Unit lessons components/materials did you implement & complete this quarter? (response set for Grade 1provided below)

Thematic Unit Lesson Components/Materials
Week 1
	Thematic Unit Teacher’s Guide
	Manipulative Chart
	Chant Poster 1
	Total Physical Response (TPR) Cards
	Newcomer Book
	Oral Language Audio CD
	Picture Cards
	Language Practice Game
	Options for STAGES
Other Components
	Shared Writing Card
	Writing Resource Guide
	Language Learning Masters
	Home-School Connection Masters
	Standardized Test Practice Masters
	Concept Poster
	Big Book/Small Book
	Big Book Audio CD

Thematic Unit Lesson Components/Materials
Week 2
	Thematic Unit Teacher’s Guide
	Concept Poster
	Language Learning Masters
	Big Book/Small Book
	Big Book Audio CD
	Shared Writing Card
	Theme Project
	Picture Cards
	Language Practice Game
	Options for STAGES
Other Components
	Writing Resource Guide
	Home-School Connection Masters
	Standardized Test Practice Masters
	Manipulative Chart
	Chant Poster 1
	Total Physical Response (TPR) Cards
	Newcomer Book
	Oral Language Audio CD

Thematic Unit Lesson Components/Materials
Week 3
	Thematic Unit Teacher’s Guide
	Shared Writing Card
	Active Social Studies
	Active Science
	Manipulative Chart
	Big Book/Small Book
	Writing Resource Guide
	Picture Cards
	Options for STAGES
Other Components
	Language Learning Masters
	Home-School Connection Masters
	Standardized Test Practice Masters
	Concept Poster
	Big Book Audio CD
	Chant Poster 1
	Total Physical Response (TPR) Cards
	Newcomer Book
	Oral Language Audio CD

Thematic Unit Lesson Components/Materials
Week 4
	Thematic Unit Teacher’s Guide
	Big Book/Small Book
	Active Math
	Writing Resource Guide
	Theme Project
	Language Practice Game
	Options for STAGES
Other Components
	Shared Writing Card
	Language Learning Masters
	Home-School Connection Masters
	Standardized Test Practice Masters
	Picture Cards
	Concept Poster
	Big Book Audio CD
	Manipulative Chart
	Chant Poster 1
	Total Physical Response (TPR) Cards
	Newcomer Book
	Oral Language Audio CD

Which of the following Guided Reading components/materials did you use this quarter (response set for Grade 1provided below)?

Guided Reading Lesson Components/Materials
	Guided Reading books
	Benchmark books
	Reading Strategy Cards
	Setting the Scene
	Reading the Text: Book Talk
	Reading the Text: Individual Reading
	Returning to the Text
	Options for STAGES
	Center Activities

Approximately how much time do you spend in a typical week implementing the Phonics lessons?

 less than 50 minutes total

 51-75 minutes total

 76-100 minutes total

 more than 100 minutes total

Which of the following Phonics components/materials did you use this quarter (response set for Grade 1provided below)?

Phonics Lesson Components/Materials
	Phonics Song Charts
	Take-Home Books
	Word Wall Starters
	Audio CD
	Enhanced Phonics Song Charts
	Enhanced Phonics Take-Home Books
	Enhanced Phonics Audio CD

Did you conduct OWE assessments this quarter?  Yes <JUMP to #__>  No <JUMP to #__>

Which of the following OWE Assessment tools did you use this quarter (response set for Grade 1provided below)?

OWE Assessment Tools
Program
	Embedded, ongoing assessment prompts
	Retelling Pre- and Post-Test
	Oral Language Rubric
	Writing Rubric
	Reading Checklists
	Comprehension Checklist
	Standardized Test Practice
Thematic Units
	Open-Ended Oral Language Assessment
	Unit Assessment
	Language Learning Masters
Guided Reading
	Benchmark Books
	Oral Reading Record
	Strategy Assessment
Phonics
	Phonics Performance Assessment
	Letter Recognition Checklist
	Letter Formation Checklist
RISE Data Collection Booklet Tools
	Language Acquisition Checklist
	Writing Strategies Checklist

Which of the following RISE course components have you engaged in this quarter? (check all that apply)

 RISE course session

 Demonstration lesson

 Facilitator coaching

 Facilitator consultation

 Classroom observation

 Classroom application

 Reading of professional resources

 Interactive CD-ROM

 Case-study assessment

Thinking about this quarter, has the support you received from your RISE facilitator been helpful?

 Yes  Somewhat  No  I did not receive support from the RISE facilitator

On average, how much time outside of the training workshops did you spend—PER WEEK—on the following RISE components:

	Less than 1 hour	1-2 hours	2-3 hours	2-4 hours	Over 4 hours
a. Completing RISE homework assignments					
b. Referring to additional resources and readings					
c. Planning for classroom applications					
d. Dialoging with colleagues about the RISE or OWE					
e. Reflecting on your application of the lesson					

What else should we know about your use of the On Our Way to English materials or RISE strategies during this quarter?

<If TREATMENT teacher jump to end >

<END>

“Thank you for completing your quarterly log”

The U.S. Department of Education wants to protect the privacy of individuals who participate in surveys.  Your answers will be combined with other surveys, and no one will know how you answered the questions.  This survey is authorized by law (1) Sections 171(b) and 173 of the Education Sciences Reform Act of 2002, Pub. L. 107-279 (2002); and (2) Section 9601 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act of 2001 (Pub. L. 107-110). Responses to this data collection will be used only for statistical purposes.  The reports prepared for this 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. 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time required to complete this information collection is estimated to average 5 minutes per respondent, including the time to review instructions, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of Education Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208.

A Study of the Differential Effects of ELL Training and Materials

Exhibit B: Data Collection Instruments