student survey user guide 07132015 - professional … · along with data from observations, student...
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Student Survey User Guide
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Why Student Surveys are Important The Sanford Inspire Program Student Survey The Domains We Measure and WhyPlanning Ahead for the SurveyStudent Survey Administration Guide Prior to the Survey Administering the Survey After the Survey Student Survey Sample ReportFAQ’s / Contact Information
APPENDIXEarly Childhood Student SurveyEarly Childhood Answer KeyElementary Student Survey Secondary Student SurveySchool Site Consent LetterGuardian Consent Letter
Contents
Student Survey User Guide
Why Student Surveys are Important
Research has found that the teacher-centered factors which influence student success in the classroom include:
Content: what should we teach?Pedagogy: how should we teach?Relationships: are we a community?1
Multiple-measure teacher evaluations are increasingly being used. Specifically, the Arizona Department of Education recently added a requirement for districts to utilize student surveys in their evaluation plans of teachers. Along with data from observations, student assessments, and parent surveys, student surveys are being incorporated into evaluations to create a more accurate and complete picture of teacher performance. Well-crafted student surveys, in particular, have been found to give a better picture of professional development needs and therefore are being included in more evaluation systems.
When used in conjunction with observations, student surveys become even more accurate and can assist teachers in properly identifying the right professional development to meet their individual needs.
1 Ferguson, Ronald. “Can student surveys measure teaching quality?”
Kappan Magazine. 94.3 (2012): 24-28.
Student Survey User Guide • 3
The Sanford Inspire Program Student Survey
About the SurveyThe purpose of the Student Survey is to identify relative areas of teacher strength in 6 content domains from the student’s perspective. Research shows that student surveys offer a valuable and valid perspective; that of our children. Input from children is not always considered in teacher evaluations, yet children spend more time interacting with teachers and are the direct recipients of instruction, whether it be bad or good2. Student surveys give children a way to make their voices heard in a quantifiable and valid way. In fact, researchers have shown “student responses are reliable, valid and stable over time at the classroom level” and “are a high-potential mechanism for incorporating students’ voices in massive numbers into school, district, state and national efforts to improve teaching and learning in elementary, middle and high schools.”3
Results of the student survey will be available 2-4 weeks after surveying is completed. In cases where teachers work with multiple groups of students (i.e, middle school, high school, art, music, computers, health, physical education, etc.), we suggest working to create a schedule that avoids having students complete the survey more than three times. This way, students are not overburdened by being surveyed in every classroom they attend.
Early ChildhoodThe Early Childhood Student Survey measures 6 content domains including Planning, Delivery, Motivation - Theory, Motivation - Engagement and Student Growth & Achievement and consists of 29 items. This data can be used to create an individualized professional development program for teachers that meet their unique needs. The survey takes most Kindergarten to 2nd graders two sessions to complete. It is recommended the survey be administered in this fashion.
The survey is administered on paper and facilitated by a survey site administrator. This could be a principal, vice/assistant principal, instructional coach, or other teachers. Anyone who feels comfortable reading the survey and script can administer it as long as the teacher of record for the students being surveyed does not administer it for his/her own classroom. Additionally, we recommend the teacher of record not be present while students are completing the survey in order to ensure student responses remain anonymous and most importantly, reliable..
It is recommended that the survey be administered twice a year, once in September/October and again in February/March, in order to measure change in teacher’s performance over time and observe growth the teacher may have had in their professional development. It is also recommended the survey be administered in two to three different sections throughout a day or over a couple of days if possible. This allows for breaks and higher student engagement, particularly for the younger Kindergarten students. If the survey cannot be administered in two to three 15 minutes blocks, allow time for students to take breaks and refocus throughout.
ElementaryThe Elementary Student Survey measures 6 content domains including Planning, Delivery, Motivation - Theory, Motivation - Engagement, Student Growth and Delivery and consists of 42 items. This data can be used to create an individualized professional development program for each teacher that meets their unique needs. The survey takes 3rd graders, on average, 17 minutes to complete. We recommend scheduling to allow 30 minutes for all students to complete the survey.
Student Survey User Guide • 4
Elementary (cont.)The survey is administered online and is facilitated by the survey site administrator. This could be a principal, vice/assistant principal, instructional coach, or other teachers. Anyone who feels comfortable reading the survey and script can administer it as long as the teacher of record for the students being surveyed does not administer it for his/her own classroom.
Additionally, we recommend the teacher of record not be present while students are completing the survey in order to ensure student responses remain anonymous and most importantly, reliable.
It is recommended that the survey be administered twice a year, once in September/Octoberand again in February/March, in order to measure change in teacher performance over timeand observe success the teacher may have had in their professional development.
SecondaryThe Secondary Student Survey measures 6 content domains including Planning, Delivery, Motivation - Theory, Motivation - Engagement, Student Growth and Delivery and consists of 42 items. This data can be used to create an individualized professional development program for each teacher that meets their unique needs. The survey takes 3rd graders, on average, 17 minutes to complete. We recommend scheduling to allow 30 minutes for all students to complete the survey.
The survey is administered online and is facilitated by the survey site administrator. This could be a principal, vice/assistant principal, instructional coach, or other teachers. Anyone who feels comfortable reading the survey and script can administer it as long as the teacher of record for the students being surveyed does not administer it for his/her own classroom.
Additionally, we recommend the teacher of record not be present while students are completing the survey in order to ensure student responses remain anonymous and most importantly, reliable.
It is recommended that the survey be administered twice a year, once in September/Octoberand again in February/March, in order to measure change in teacher performance over timeand observe success the teacher may have had in their professional development.
2 Follman, J. (1992). Secondary school students’ ratings of teacher effectiveness. The High School Journal.3 Ferguson, R. F. (2010, October). Student Perceptions of Teaching Effectiveness. (Discussion Brief, National Center for Teacher Effectiveness and the Achievement Gap Initiative). Harvard University.
Student Survey User Guide • 5
The Domains We Measure and Why
The Sanford Inspire Program works to attract, prepare and support inspirational teachers. Our theory of change is driven by the belief that expertise in the content domains of Learning Environment, Planning & Delivery, Motivation, Student Growth & Achievement, and Professional Practices will provide teachers with the knowledge and skills needed to inspire students in their classrooms. To measure teacher performance in these domains, students complete a survey about their teacher(s). These survey results, in addition to classroom observations, can be used to inform an individualized development plan for each teacher that addresses the pedagogical and environmental factors of teaching. An individualized development plan will ensure each teacher is getting support in the areas where they need it and better prepare each teacher to meet the needs of their students and inspire them to success.
Student Survey Content Domains
The Student Survey measures 6 separate content domains: Learning Environment, Planning, Delivery, Motivation - Theory, Motivation - Engagement, and Student Growth and Achievement. Professional Practices is measured in a separate Teacher Refl ection Survey. While our organizational framework combines Planning and Delivery and all components of Motivation, in order to assure a valid and reliable survey instrument, they are separated in the Student Survey.
Topics for which resources are being created to support teachers are included with each content domain below.
Student Survey User Guide • 6
Learning EnvironmentManaging Student Behavior, Safe & Welcoming Environment, Classroom Procedures
DeliveryBackwards Design, Components of Direct Instruction, Components of Inquiry, Differentiation, Checks for Understanding, Materials & Resources, Elements of Delivery
PlanningBackwards Design, Components of Direct Instruction, Components of Inquiry, Differentiation, Checks for Understanding, Materials & Resources, Elements of Delivery
Motivation TheoryMotivation Theory, Engaging Infl uencers & Role Models, Culture of Achievement, Investment in Learning, Engagement
Motivation EngagementMotivation Theory, Engaging Infl uencers & Role Models, Culture of Achievement, Investment in Learning, Engagement
Student Growth & AchievementSetting Goals, Tracking Progress, Assessment
Planning Ahead for the SurveyQuestions to Consider
Inventory computers/tablets/devices you school has available for administration of the Elementary and Secondary surveys.
Decide on a survey site administrator.
Decide how many times student surveys will be administered during the school year.
Decide how/if you will administer the survey to special education classes.
Decide how/if you will administer the survey to specialty classes (art, music, PE, etc.). Ensure that your school’s internet allow access to the survey link (some school firewalls block access by accident).
Decide what activities you will direct your students to do upon completion of the Elementary and Secondary surveys.
Decide how/if you will break up the Early Childhood survey.
Student Survey User Guide• 7
Student Survey Administration Guide
Prior to the Survey
School Site Coordinator: In order to provide teachers their unique survey links, school site administrators must provide a list of all teachers that will be participating teachers. Site administrators will then receive unique links for each teacher’s personalized survey.
Early ChildhoodIn preparation for the survey, the Sanford Inspire program will gather school site consent via a signed letter on district letterhead. In addition, teachers will need to 1) make copies and send home parental consent letters (a template of the letter needed can be found in the appendix of this user guide) if their district requires this and turn over returned letters to the Sanford Inspire Program, 2) schedule time with their survey administrator for their students to complete the survey, 3) make photocopies of the survey response form, and 4) consider any accommodations that may be needed for individual students.
Elementary & SecondaryIn preparation for the survey, the Sanford Inspire program will gather district consent via a signed letter on district letterhead. In addition, teachers will need to 1) make copies of and send home parental consent letters (a template of the letter needed can be found in the appendix of this user guide) if their district requires this and turn over returned letters to the Sanford Inspire Program, 2) schedule time with their survey administrator for their students to complete the survey online, 3) assure they have an adequate number of computers, 4) decide on activities for students once they complete the survey and 5) consider any accommodations that may be needed for individual students.
Administering the Survey
Survey Administrator: If students do not understand an item or do not have an answer, they can simply skip it. Skipped questions do not lower or negatively affect the scores teachers receive on the survey and therefore should not be avoided. It is important not to paraphrase as we hope to collect the actual opinions of the students in the classroom, not their opinions of survey administrator’s interpretation of the statements.
When the day of survey administration arrives, use the following Day-Of Guides to ensure you complete
all necessary steps smoothly.
Student Survey User Guide •8
Survey Day-Of Guide Grades K-2
Frequently Asked Questions
Why student surveys?Students are the main beneficiaries of teacher’s service. Student surveys provide all teachers with valuable data from their students. This data helps teachers better target individual areas for growth to ensure that professional development has the largest impact possible.
What does the survey measures? • This survey looks at your teaching practices in: - Learning Environment - Planning - Delivery - Motivation Theory - Motivation Engagement - Student Growth and Achievement • The survey has: - 29 questions for grade K-2 that directly align to the CLASS evaluation framework • All survey questions and detailed information can be found in the Student Survey User Guide here https://pll.asu.edu/p/node/192250.
What are some of the logistics? • This survey is administered either online or with paper and pencil, depending on the school’s resources and preference. The survey items are ready aloud by the survey administrator while students choose the smiley face that matches their opinion. • The teacher who is the subject of the survey cannot be in the room during survey administration. This ensures confidentiality and student comfort throughout the survey.
How to Administer the SurveyBefore the Survey
If paper/pencil survey: Pass out survey response forms and pencils.
If online: Make sure all computers/tablets/devices are on and displaying the teacher’s unique link. Refer to the site for individual survey links.
Confirm that all students are on the instructions page of the survey. It should look like this:
Student Survey Day-Of Guide (K-2) • 9
Student Survey Day-Of Guide (K-2) • 10
Read these instructions to your students:
Students, you are going to answer some questions about your teacher [insert teacher’s name] and your classroom. Please do your best to answer the questions honestly. There is no right or wrong answer, you should answer how you think and feel. On the survey you can answer yes by bubbling in the smiley face, or no by bubbling in the sad face. You can only pick one answer per question, so be sure to follow along closely and let me know when you are ready to move forward by giving me a thumbs up.
If you don’t understand a question, please raise your hand and someone will be around to help you or you may skip that question all together. But be sure to answer each one to the best of your ability because your teacher wants to hear how you think and feel about your classroom. Your participation is voluntary which means you may stop at any time.
We will use the information to help make sure your school is a great place for all students. Your responses will be anonymous and confidential. That means that no one will be able to identify you based on your answers and your answers will be stored safely. No one will ever know how you answer each question. Also, your responses will not influence the way your teacher treats or grades you.
In the survey you will hear questions about your family members. Please keep in mind that by this we man those adults and people living in your home or who are responsible for taking care of you day to day. Are there any questions before we begin?
During the SurveyIf a student does not understand an item or does not have an answer, s/he may skip it. Skipped items do not lower or affect the scores of the teacher. Do not reword, paraphrase, or explain the items to students. You can read aloud questions to the students.
Read the items to the students. An example of how to read the questions to the students is below:
“Put your finger on the house.” (Check to ensure all students are pointing at the house, this represents the first domain of learning environment.) “Now put your finger on the number 1 under the apple.” (Check to ensure all students are at 1 in the learning environment.)
“I’m going to read the first statement. (Pause) I know the rules of the classroom. Circle the smiley face for yes, the straight face for sometimes, or the sad face for no. (Pause) I know the rules of the classroom. When you finish circling, give me a thumbs up.” (Repeat this process until you finish the section)
After the Survey Online survey completions are automatically sent to the Sanford Inspire Program for processing. The link will follow the format: http://bit.ly/schoolname-ECE-teachername. Confirm that your school administrator that your links follow the same format.
Paper survey responses must be manually entered into the teacher’s unique link. After all survey responses are entered, the results are processed. In 2-4 weeks, the Sanford Inspire Program will provide both aggregate and individualized reports.
Once all classes have completed the survey the Sanford Inspire Program will provide reports that show the individual teacher’s data compared to the school’s aggregate results. The reports will be generated 2-4 weeks after completion.
Survey Day-Of Guide Grades 3-12
Frequently Asked Questions
Why student surveys?Students are the main beneficiaries of teacher’s service. Student surveys provide all teachers with valuable data from their students. This data helps teachers better target individual areas for growth to ensure that professional development has the largest impact possible.
What does the survey measures? • This survey looks at your teaching practices in: - Learning Environment - Planning - Delivery - Motivation Theory - Motivation Engagement - Student Growth and Achievement • The survey has: - 42 questions for grades 3-6 - 42 questions for grades 7-12 • All survey questions and detailed information can be found in the Student Survey User Guide here https://pll.asu.edu/p/node/192250.
How is the survey administered? • This survey is administered online for grades 3-12. - This ensures the fastest processing and allows each survey to be customized. • For example, items don’t just say “I know how my teacher wants me to behave in class,” but they say “I know how Ms. Gaspar wants me to behave in class.” • The teacher who is the subject of the survey cannot be in the room during survey administration. This ensures confidentiality and student comfort throughout the survey.
Administering the Student SurveyBefore the SurveyMake sure all computers/tablets/devices are on and displaying the teacher’s unique link. Refer to the site for individual survey links.
Confirm that all students are on the instructions page of the survey. It should look like this:
Student Survey Day-Of Guide (3-12) • 11
Student Survey Day-Of Guide (3-12) • 12
Read these instructions to your students:
Students, you are going to answer some questions about your teacher [insert teacher’s name] and your classroom. Please do your best to answer the questions honestly. If you don’t understand a question, please raise your hand and someone will be around to help you or you may skip that question all together. But be sure to answer each one to the best of your ability because your teacher wants to hear your opinions. Your participation is voluntary and you may stop at any time.
We will use the information to help make sure your school is a great place for all students. Your responses will be anonymous and confidential. That means that no one will be able to identify you based on your answers and your answers will be stored safely. No one will ever know how you answer each question. Also, your responses will not influence the way your teacher treats or grades you.
Now, thinking about your [teacher name] and your classroom, please read each question and click on the button next to your answer. Then you will click the next arrow at the bottom of the screen to move forward. If you would like to know how far you are in the survey, the red bar at the bottom of the screen will show you. When you are finished, please [insert activity]. Are there any questions before we begin?”
After answering any questions students may have, the students may begin. All students should start at the same time to ensure valid results.
During the SurveyMonitor student progress throughout the survey. Students may receive standard testing accommodations. If a student does not understand an item or does not have an answer, s/he may skip it. Skipped items do not lower or affect the scores of the teacher. Do not reword, paraphrase, or explain the items to students. You can read aloud questions to the students.
As students complete the survey, they will see a screen that thanks them for their time and says that they may now exit the survey. Students may need reminders of approved post-survey activities.
After the Survey Online survey completions are automatically sent to the Sanford Inspire Program for processing. The link will follow the format: http://bit.ly/schoolname-ECE-teachername. Confirm that your school administrator that your links follow the same format.
Paper survey responses must be manually entered into the teacher’s unique link. After all survey responses are entered, the results are processed. In 2-4 weeks, the Sanford Inspire Program will provide both aggregate and individualized reports.
Once all classes have completed the survey the Sanford Inspire Program will provide reports that show the individual teacher’s data compared to the school’s aggregate results. The reports will be generated 2-4 weeks after completion.
Testing AccommodationsTesting accommodations should be provided to eligible students according to guidelines used for other standardized tests (see http://www.azed.gov/standards-development-assessment/files/2013/06/testing-accommodations-2013-2014.pdf for approved accommodations for Arizona students).
After the SurveyThe Sanford Inspire Program will provide individualized report that shows the teacher’s class results in relation to their school’s aggregate scores. The approximate time to create this report will vary (2-4 weeks) based upon specificity of the report contents and the number of teachers in the school. It is also important to remember that in classes where fewer than 10 students complete the survey, results will not be reported back as it will be difficult to protect individual student confidentiality with such a small response size.
Student Survey User Guide • 13
Student Survey Sample Report
This report is based on the perspectives of your students. It is important to utilize the perspective of your students in order to assess areas of success and areas in need of further refi nement. The data can be used to help individualize the professional development you and your school/district feel is appropriate. This individualized report of your student’s opinions will allow you to respond the needs of your students in your classroom in a more timely and accurate way
Student Survey Sample Report • 14
Your Score Comparison Score
Planning
Learning Environment
Delivery
Motivation Engagement
Motivation Theory
Student Growth & Achievement
66% 23%
66% 23%
66%
66%
23%
98%
66%
66%
98%
55%
Backwards DesignDesigning aligned, rigorous, short and long-term plans that best utilize content and pedagogical knowledge.
Student Survey Sample Report • 15
Learning EnvironmentThe following three topics contain items that relate to the physical, emotional, and social space of the classroom.
Overall:
66%
Response
No
Sometimes
Yes
You
---%
---%
---%
Comparison
---%
---%
---%
“My teacher helps me learn one thing at a time.”“My teacher knows a lot about what we are learning.”“My teacher knows how to give me the help I need.”“My teacher knows who can help me at home with my learning.”“During a lesson, we learn things in an order that makes sense.”“My teacher knows a lot about the material we are learning.”
Overall:
66%Planning The following seven topics contain items that relate to the elements of lesson and unit design, resources for individual lesson planning, and lesson delivery.
Safe and Welcoming Environment The physical layout and culture of the classroom
Response
No
Sometimes
Yes
You
14%
5%
66%
Comparison
98%
65%
55%
Early Childhood
Elementary
Secondary
“My teacher uses rules in the classroom.”“I know how my teacher wants me to act in class.”“My teacher knows when we are being good and bad in class.”“I feel cared for in my classroom.”“I feel safe in my classroom.”“I feel safe in my classroom.”“I feel respected and/or cared for in my classroom.”
Student Survey Sample Report • 16
DifferentiationHow to best support individuals and subgroups of students who may need specialized attention (primarily exceptional and English language learners)
Response
No
Sometimes
Yes
You
---%
---%
---%
Comparison
---%
---%
---%
“My teacher uses fun things to teach.”“My teacher explains new things so that I understand them.”“I receive the help I need in class.”“My teacher explains things in different ways when students do not understand.”“I receive the help I need in class.”“My teacher re-teaches things in a different way when students do not understand.”
Overall:
66%DeliveryThe following seven topics contain items that relate to the elements of lesson and unit design, resources for individual lesson planning, and lesson delivery.
Motivation - TheoryThe following five topics contain items that relate to motivation theory and strategies for establishing and maintaining student motivation.
Overall:
66%
Response
No
Sometimes
Yes
You
---%
---%
---%
Comparison
---%
---%
---%
Motivation TheoryAddress expectancy and value, the two main elements of Motivation Theory, and how they specifically relate to student success
“My teacher tells me I can do well in school.”“I want do well in school.”“My teacher helps me believe I can do well in school.”“I want to do well in school.”“My teacher communicates with my family know how I am doing in school.”“I want to be successful in school.”
Student Survey Sample Report • 17
Motivation - EngagementThe following five topics contain items that relate to motivation theory and strategies for establishing and maintaining student motivation.
Overall:
66%
Response
No
Sometimes
Yes
You
---%
---%
---%
Comparison
---%
---%
---%
Motivation EngagementAddress expectancy and value, the two main elements of Motivation Theory, and how they specifically relate to student success
“My teacher tells me I can do well in school.”“I want do well in school.”“I have shared with my teacher what I want to be when I grow up.”“I understand how I can use what I am learning in my everyday life.”“I have shared with my teacher my hopes and dreams for the future.”“My teacher is interesting to listen to.”
Student Growth and AchievementThe following three topics contain resources that address creating aligned assessments and tools to track student progress towards individual and classroom goals in order to promote achievement for all students.
Overall:
66%
Response
No
Sometimes
Yes
You
---%
---%
---%
Comparison
---%
---%
---%
Tracking ProgressAssist educators in creating aligned tools that assist in tracking student progress, utilizing that data for student and teacher reflection and data-based decision making
“I know how close I am to reaching my goals (the things I am working on in this class).”“My teacher helps me think about how close I am to my goals (what I am working on).”“I know how close I am to reaching my goals in this class.”“I am working towards a goal that is important to me.”“I am working towards a goal that will benefit me.”“I know how close I am to reaching the goal I am working towards.”
FAQ’s / Contact Information
Q: What technology do we need to complete the survey?A: All surveys can be administered either online or with paper and pencil. The Elementary and Secondary Surveys are administered online. These students will need an Internet-capable device.
Q: How long does the survey take to complete?A: In pilot testing of the survey it took 3rd graders an average of 17 minutes to complete, 4th graders an average of 16 minutes, 5th graders an average of 11 minutes and 6th graders an average of 11 minutes. Overall, it takes an average of 14 minutes to complete. It is best to plan on 15-45 minutes depending on age and reading level of the student. It is recommended the K-2 survey be broken into 2 20-30 minute sessions.
Q: Who schedules the administration of the survey?A: The school site administrator will create the administration schedule to accommodate school, teacher, and student needs. Many schools choose to schedule the survey during teachers’ prep period or technology period.
Q: What kind of consent is needed to participate?A: All required consent documents are included in this protocol. School Site and Guardian Consents will be needed to move forward. Sanford will work with school officials to gain district/principal consent. District officials or principals at any participating school must agree to passive consent, where they consent for the students. In addition, consent letters must be sent out to parents of the students giving them the option to withdraw their student from participation if they so desire.
Q: How long does it take to get the report to teachers?A: The Sanford Inspire Program Team strives to deliver all teacher reports 2-4 weeks after surveying is completed. This is dependent largely on the number of students and teachers participating and any modifications requested by the school.
Q: What kind of support does Sanford Inspire Program provide in administration of the survey?A: The Sanford Inspire Program can offer consultation on administration of the survey and use of survey results to impact student achievement. Just let us know how we can support you and your quest to help prepare your teachers to inspire students towards success!
If you have further questions not covered in this document, please contact Sanford Inspire program at sanfordinspireprogram.org/contact.
Frequently Asked Questions • 18
Appendix
Student Survey User Guide• 19
A1
A3
A4
A6
A8
A9
Early Childhood Student SurveyEarly Childhood Answer KeyElementary Student Survey Secondary Student SurveySchool Site Consent LetterGuardian Consent Letters
Learning EnvironmentPlease choose ‘yes’ or ‘no’ to each of the following statements.
1. 2.3.4.5.6.7.8.
Planning and DeliveryPlease choose ‘yes’ or ‘no’ to each of the following statements.
1. 2. 3. 4.5. 6.
MotivationPlease choose ‘yes’ or ‘no’ to each of the following statements.
1. 2. 3. 4.5. 6.7.
Early Childhood Student Survey • A1
Early Childhood Student Survey
I know the rules of the classroom.I behave the way my teacher wants me to.My teacher knows when we are being good and bad.If I do not follow a rule, my teacher tells me in a nice way.I feel safe in my classroom.I know where to find classroom supplies.I care about my classmates.I know our daily classroom routine/procedure.
I try to solve problems in many different ways.I know why what I am learning is important.I practice new things in the classroom. At the end of class, we talk about what we learned.I think a lot when my teacher asks us questions.I feel comfortable asking my teacher questions.
I know I can do well in school.I want to do well in school.I learn and read about people like me in this class.It is ok if I make mistakes in class because I can learn from them.My teacher knows what I want to be when I grow up.I use what I learn in school in other places.I have choice in how I learn, like what book to read or what things to write about.
Student Growth & AchievementPlease choose ‘yes’ or ‘no’ to each of the following statements.
1. 2. 3. 4.5. 6.7.
Early Childhood Student Survey • A2
The things I am working on in this class are important to me.The things I am working on in class are too easy.I know how much I have improved in this class.I have time to think about how much I have improved in this class.If I do well in class, then I do well on tests.I get to show what I know in many different waysMy teacher knows what my life is like at home.
Early Childhood Answer Key
Please follow along and bubble in your answers.
Early Childhood Answer Key • A3
1
2
3
4
5
6
Planning &Delivery
1
2
3
4
5
6
7
8
Learning Environment
1
2
3
4
5
6
7
Motivation
1
2
3
4
5
6
7
Growth &Achievement
Elementary Student Survey • A4
Elementary Student SurveyYou are going to answer some questions about your teacher and your classroom. Please do your best to answer the questions honestly. If you don’t understand a question, please raise your hand and someone will be around to help you or you may skip that question all together. But be sure to answer each one to the best of your ability because your teacher wants to hear your opinions.Your participation is voluntary and you may stop at any time. We will use the information to help make sure your school is a great place for all students. Your responses will be anonymous and confidential. That means that no one will be able to identify you based on your answers and your answers will be stored safely. No one will ever know how you answer each question. Also, your responses will not influence the way your teachers treat and grade you. By completing the survey you assent to be part of the study.
Questions about Classroom EnvironmentPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I think the rules of the classroom are fair.I know how my teacher wants me to behave in class.My teacher knows when students are behaving and when they are not.If I do not follow a rule, my teacher tells me so in a respectful way.I feel cared for in my classroom.I feel safe in my classroom.I know our classroom procedures for going to the bathroom or lining up at the door.
Yes NoSometimes
Questions about DeliveryPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
In this class, my teacher allows us to discover new knowledge.I receive the help I need in class.My teacher explains things in different ways when students do not understand.I think a lot when my teacher asks us questions.I feel comfortable asking my teacher questions.I learn from the materials my teacher uses (books, videos, handouts).I understand new information because it is explained clearly.
Yes NoSometimes
Questions about PlanningPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
During a lesson, we learn things in an order that makes sense.My teacher knows a lot about what we are learning.I try to solve problems in many different ways.I know why what I am learning is important.I am shown how to do new things before I do them on my own.I get better at the things we learn in class because I have the time I need to practice them.At the end of class we talk about what we learned.
Yes NoSometimes
Elementary Student Survey • A5
Questions about Motivation - TheoryPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I know I can do well in school.I want to do well in school.My teacher lets my family know how I am doing in school.I learn and read about people like me who have done well in life.I have personal goals (something I work towards) for learning in this class.I keep trying, even when the work gets hard.In my class, mistakes are okay as they are another chance to learn.
Yes NoSometimes
Questions about Motivation - EngagementPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I have shared with my teacher what I want to be when I grow up.I understand how I can use what I am learning in my everyday life.I am given some choice in how I learn, like what book to read or what things to write about.In this class we are encouraged to work in groups.The subjects I am learning are interesting because of my teacher.What I am learning in this class is important for my future.My teacher is interesting to listen to.
Yes NoSometimes
Questions about Student Growth & AchievementPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I am working towards a goal that will help me in life.I am working towards a goal that is important to me.I am working hard towards a goal, but I can do it.I know how close I am to reaching the goal I am working towards.If I am doing well in class, I do well on tests.I am asked to share what I know before we start learning a new topic.I get to show what I know if many different ways.
Yes NoSometimes
Secondary Student Survey • A6
Secondary Student SurveyYou are going to answer some questions about your teacher and your classroom. Please do your best to answer the questions honestly. If you don’t understand a question, please raise your hand and someone will be around to help you or you may skip that question all together. But be sure to answer each one to the best of your ability because your teacher wants to hear your opinions.Your participation is voluntary and you may stop at any time. We will use the information to help make sure your school is a great place for all students. Your responses will be anonymous and confidential. That means that no one will be able to identify you based on your answers and your answers will be stored safely. No one will ever know how you answer each question. Also, your responses will not influence the way your teachers treat and grade you. By completing the survey you assent to be part of the study.
Questions about Classroom EnvironmentPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I think the rules of the classroom are enforced consistently.I know how my teacher wants me to behave in class.My teacher knows when students are behaving and when they are not.If I do not follow a rule, my teacher tells me so in a respectful way.I feel respected in my classroom.I feel safe in my classroom.I know our classroom procedures for going to the bathroom or lining up at the door.
Yes NoSometimes
Questions about PlanningPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
During a lesson, we learn things in an order that makes sense.My teacher knows a lot about the material we are learning.I am pushed to think in different ways by my teacher.I know why what I am learning is important.I am shown how to do new things before I do them on my own.I improve on the things we learn in class because I have enough time to practice them.At the end of class we reflect upon what we learned.
Yes NoSometimes
Questions about DeliveryPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
In this class, my teacher allows us to discover new knowledge.I receive the help I need in class.My teacher re-teaches things in a different way when students do not understand.I feel challenged when my teacher asks us questions.I feel comfortable asking my teacher questions.I learn from the materials my teacher uses (books, videos, handouts).I understand new information because it is explained clearly.
Yes NoSometimes
Secondary Student Survey • A7
Questions about Motivation - TheoryPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I know I can succeed in school.I want to be successful in school.My teacher communicates with my family know how I am doing in school.I learn and read about people like me who are successful in life.I have personal goals for learning in this class.I keep trying, even when the work gets hard.In my class, we value mistakes as another chance to learn.
Yes NoSometimes
Questions about Motivation - EngagementPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I have shared with my teacher my hopes and dreams for the future.I understand how I can use what I am learning in my everyday life.I have choices and responsibilities within my classroom.In this class we are encouraged to work in groups based upon how we are learning.I am encouraged to communicate in creative and interesting ways.The subjects I am learning are interesting because of my teacher.What I am learning in this class is important for my future.My teacher is interesting to listen to.
Yes NoSometimes
Questions about Student Growth & AchievementPlease choose ‘yes’, ‘sometimes’, or ‘no’ for each of the following statements.
I am working towards a goal that will benefit me.I am working towards a goal that is meaningful to me.I am working hard towards a goal, but it is achievable.I know how close I am to reaching the goal I am working towards.If I am doing well in class, I do well on tests.I am asked to share what I know before we start learning a new topic.I get to show what I know if many different ways.
Yes NoSometimes
School Site Consent Letter
[Date]
Valerie SimmonsManagement Research AnalystSanford Inspire ProgramMary Lou Fulton Teachers CollegeArizona State University
To whom it may concern:
As a district representative of the [insert] School Site, I am willing to accept responsibility for our students to participate in the Student Survey study study in loco parentis, with passive parental consent.
I understand that the survey will take students around 30 minutes to complete. I also understand that all results will be reported in the aggregate and no student will be able to be identified by their responses to any questions.
This permission applies to students participating in the survey for the duration of the longitudinal study, beginning the date of this letter through the end of the study in May 2018. I understand I can withdraw from the study at any time by notifying the Sanford Inspire Program.
Thank you,
[Insert Name][Insert Title]
*Please SIGN and return on DISTRICT LETTERHEAD
School Site Consent Letter •A8
Sample Guardian Consent Letters • A9
SAMPLE GUARDIAN CONSENT LETTER
SAMPLE GUARDIAN CONSENT LETTER
Sample Guardian Consent Letters • A10