Fast Response Survey System (FRSS) 107: High School English Language Learner (ELL) Programs - Pretest

Attachment 3: FRSS 107 Pretest Questionnaire

U.S. DEPARTMENT OF EDUCATION NATIONAL CENTER FOR EDUCATION STATISTICS WASHINGTON, D.C. 20006–5651 HIGH SCHOOL ENGLISH LANGUAGE LEARNER PROGRAMS FAST RESPONSE SURVEY SYSTEM

FORM APPROVED O.M.B. No.: 1850–0803 EXPIRATION DATE: 09/2016

NCES is authorized to conduct this survey by the Education Sciences Reform Act of 2002 (ESRA, 20 U.S.C. § 9543). While participation in this survey is voluntary, your cooperation is critical to make the results of this survey comprehensive, accurate, and timely. Your answers may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose unless otherwise compelled by law (20 U.S.C. § 9573).

This survey is designed to be completed by the person(s) in the district most knowledgeable about English language learner programs for students at the high school level.

IF ABOVE DISTRICT INFORMATION IS INCORRECT, PLEASE UPDATE DIRECTLY ON LABEL.

Name of person completing this form:

Title/position:

Telephone number: E-mail:

Best days and times to reach you (in case of questions):

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR RECORDS.

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS OR COMMENTS, CONTACT:

Mail: Laurie Lewis (6197.02.01.02) Laurie Lewis at Westat

Westat 800-937-8281, ext. 8284 or 301-251-8284

1600 Research Boulevard E-mail: XXXXXXXXXXXX@westat.com

Rockville, Maryland 20850-3129

Fax: 800-254-0984

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 1850–0803. The time required to complete this information collection is estimated to average 45 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this form, or any comments or concerns regarding the status of your individual submission of this form, please write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006.

FRSS Form No. 107, 09/2015

Definitions for questions 1 through 5

Bilingual education/instruction: An educational program/instructional approach in which two languages, English and the students’ native language, are used to provide content instruction to English learner students. Bilingual programs include those that promote development of proficiency in both languages with the goal of students’ becoming fully bilingual, and those in which the students’ native language is used to assist in students’ transition to all-English instruction.

Dual-language/two-way immersion program: Also known as two-way bilingual education, this program provides instruction through use of both English and a non-English language to classes comprised of both English learner and English proficient students. The program goals are for all students to become bilingual and bi-literate, succeed academically, and develop cross-cultural awareness.

English as a Second Language (ESL): ESL programs (also known as English language development (ELD)) provide instruction that focuses on the structure and use of the English language, using carefully articulated English language instruction designed to meet the needs of students at various levels of English proficiency. This instruction may also include use of content materials related to the students’ curriculum, and typically involves little or no use of the native language. ESL instruction usually is provided during one or more specific class periods; in some cases, students may receive ESL instruction that is provided as a pull-out session (students move out of a class for a period of ESL instruction) or on a “push-in” basis (the ESL instructor works with the student within the class setting).

Newcomer program: A specialized academic environment that serves newly arrived, immigrant English learner students for a limited period of time. Newcomer programs typically focus on developing basic English language and literacy skills, instruction in core content, and acculturation to U.S. schooling. Students transition to a school’s regular language support program for English learners after they have participated in the newcomer program

Paraprofessional: Also known as instructional aides and teachers’ aides, these individuals provide assistance to teachers in the classroom. They do not provide instruction, but provide additional support and help clarify material for students. Some paraprofessionals are bilingual in English and the students’ native language and in these cases they may provide translation or explanation in the native language.

Sheltered English/ content instruction: A sheltered content program or instructional approach refers to regular grade-level instruction in core content areas that is provided in English through instructional strategies that make the academic content accessible to English learner students while also assisting them to acquire academic English (e.g., Sheltered Instruction Observation Protocol (SIOP)).

Definitions for question 7

Use of the native language for content instruction: The student’s native language is used as the primary language for presenting new academic concepts and introducing new academic skills.

Use of the native language for instructional support: The student’s native language is used to provide clarification of instruction in contexts where the teacher uses English as the primary language for presenting new academic concepts and introducing new academic skills.

Definitions for questions 9 through 11

Charter high school: A school that provides free secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority. Charter schools are privately managed, taxpayer-funded schools exempted from some rules applicable to all other taxpayer-funded schools.

Magnet high school: Magnet high schools are designed to attract students from diverse social, economic, ethnic, and racial backgrounds. They focus on a specific subject, such as science or the arts; follow specific themes, such as business/technology or communications/humanities/law; or operate according to certain models, such as career academies or a school-within-a-school. Magnet schools are established by a school district and, unlike charter schools, are governed the same as the other public schools in that system.

Career/technical high school: Career/technical high schools are those that provide formal preparation for semiskilled, skilled, technical, or professional occupations. For purposes of this survey, please include career/technical high schools that are available to students in your district and are administered either by your district or by a regional entity.

Distance education course/program: A course or program taught through audio, video, or Internet or other computer technologies where the students and the course teacher are separated by location and often by time, as well. This includes courses or programs that have a teacher or assistant in the room with the students who monitors but gives little or no instruction to the students engaged in the distance education courses/programs.

1. In your district, which of the following English learner instructional programs/approaches are currently provided for English learners in high school? (Check one on each line.)

Yes No

a. English as Second Language (ESL) class periods

b. Pull-out English as a Second Language (ESL) instruction

c. Sheltered content class(es)

d. Bilingual instruction in a content class that involves significant (25 percent or more) use of the students’ native language

e. Support in mainstream content class(es) provided by a paraprofessional who speaks the student’s native language

f. Support in mainstream content class(es) provided by a paraprofessional who does not speak the student’s native language

g. Dual language/two-way immersion program for English learners and English proficient students

h. Other (please specify):

2. Does your district have a newcomer program for English learners in high school?

Yes (Continue with question 3.)

No (Skip to question 6.)

3. What is the structure of the high school newcomer program? (Check all that apply.)

a. Full-day program

b. Half-day program

c. Class periods that total less than half a day

d. After-school program

e. Other (please specify):

4. What is the typical length of time a high school student spends in the newcomer program, and what is the maximum length of time a high school student is allowed to spend in the newcomer program?

a. Typical length of time (Check one.)

1 semester or less…

2 semesters

3–4 semesters

More than 4 semesters

Don’t know

b. Maximum length of time (Check one.)

1 semester or less…

2 semesters

3–4 semesters

More than 4 semesters

No set maximum

5. Which of the following types of services are included in your district’s newcomer program for English learners in high school? (Check one on each line.)

Yes No

a. English as a Second Language (ESL)

b. Sheltered content instruction

c. Content instruction in the students’ native language

d. Native language literacy/language arts instruction

e. Cross-cultural/orientation to the United States

f. Cross-cultural/orientation to school

g. Organizational/study skills

h. Career and technical education/apprenticeships

i. Other (please specify):

6. Does your district use online or computer-based programs for English learners in high school for any of the following purposes? (Check one on each line.)

Yes No

a. English language acquisition

b. English language and literacy instruction

c. Content area instruction

d. Native language support in content area instruction

e. Organizational and study skills

f. Other purpose (please specify):

7. In your district, approximately how many high school English learners receive content instruction and/or instructional support through use of their native language?

Language background of high school English learners (ELs)	Not present in this district	Number of students receiving content instruction in native language				Number of students receiving instructional support only in native language
		No students	Few students	Some students	Most or all students	No students	Few students	Some students	Most or all students
a. ELs whose native language is the most common in the district	N/A
b. ELs whose native language is the second most common in the district
c. ELs whose native language is any other non-English language in the district

8. Which of the following materials and services does your district have available in native languages for high school English learners and their parents/guardians? (If your district has only one native language for high school ELs, leave part 2 blank.)

Materials/services	Part 1. Available in the most common native language of ELs in the district		Part 2. Available in other native languages of ELs in the district
	Yes	No	Yes, for all languages	Yes, for some languages	No
a. Written information about high school academic programs available in your public school district
b. Written information about high school career and technical education programs available in your public school district
c. Written information about educational options available outside of your public school district for older high school ELs (e.g.,ages 19 to 21) without a high school degree
d. Written information about postsecondary options
e. Translation services upon request for printed materials
f. Interpreters upon request for school meetings or calls

9. In your district, approximately what percentage of English learners in different age groups are receiving their high school education in the following educational settings? (Please include students receiving their education in more than one setting in the one where they are primarily enrolled. If an educational setting is not available in your district, indicate that with a check mark in the first column.)

Educational setting

Not avail-able in the district

Part 1. Approximate percentage of traditionally-aged high school ELs (e.g., ages 14 to 18) in this setting

Part 2. Approximate percentage of older high school ELs (e.g., ages 19 to 21) in this setting

None

1– 25%

26–50%

51–75%

76–100%

Don’t know

None

1– 25%

26–50%

51–75%

76–100%

Don’t know

a. Regular high school

b. Magnet high school

c. Charter high school

d. Career/technical high school

e. Alternative school or program for at-risk students

f. District-administered adult education program

g. Other educational setting (please specify)

10. Please indicate in part 1 whether the following programs and services are available to high school students in your district. For each option you mark as available, please estimate in part 2 approximately how many English learners in high school participate.

Program or service	Part 1. Available in your district?		Part 2. If available, approximately how many English learners in high school participate?
	Yes	No	None or few	Some	Most	Don’t know
a. Summer school
b. Remediation classes
c. Credit recovery course/program
d. Flexible scheduling (e.g., shortened day, evening classes, Saturday classes)
e. Alternative schools or programs for at-risk students
f. Career and technical training
g. Distance education course/program
h. District-administered GED® courses
i. Tutoring
j. Mentoring program
k. Other (please specify):

11. Does your district have the following programs or services designed specifically for English learners in high school? (Check one on each line.)

Yes No

a. Tutoring

b. Summer school

c. Credit recovery course/program

d. Mentoring program

e. Distance education course/program

f. Other (please specify):

12. Does your district have a before- or after-school period of instruction or program that is designed specifically for English learners in high school to provide additional academic instruction or support to these students?

Yes

No

13. What type of relationship, if any, does your district have with the following organizations to provide high school English learners with academically-oriented programs or services (e.g., tutoring, mentoring, job shadowing)? (Check one on each line.)

Organization	Type of relationship for academically-oriented programs and services
	No relationship	Informal relationship (e.g., through referrals)	Formal relationship (e.g., a joint program)
a. Community colleges
b. Other types of colleges or universities
c. Public libraries
d. Community organizations providing GED® or adult education programs
e. Organizations providing job training programs
f. Faith-based organizations
g. Community organizations
h. Employers
i. Other (please specify):

14. In the last 12 months, about how often have English learners ages 18 to 21 newly enrolled in high school in your public school district?

Never

Rarely

Sometimes

Often

Don’t know

15. Does your district provide English learners ages 18 to 21 seeking to newly enroll in your public school district with information about the following educational programs or services?

Educational program or service	Offered by your public school district		Offered by other entities
	Yes	No	Yes	No
a. Academic programs at the regular high school
b. District-administered newcomer program
c. Alternative school or program for at-risk students
d. Career and technical training
e. GED® or adult education programs
f. Free or low-cost English classes
g. Other (please specify):

16. To what extent does your district consider the following factors when providing information about educational programs or services available within and outside of your public school district to English learners ages 18 to 21 who are seeking to newly enroll in your school district? (Check one on each line.)

Factor	Not at all	Minor extent	Moderate extent	Major extent
a. English proficiency level
b. Literacy in their native language
c. Limited or interrupted formal education
d. Length of time needed to accrue sufficient credits to graduate
e. Whether the student will be able to meet high school graduation requirements in content area classes
f. Whether the student will be able to pass state tests required for graduation
g. Age of student at time of enrollment
h. Other (please specify):

17. What is the current total number of high school English learners enrolled in your school district? ________________