Raleigh County Schools Teacher Re-Entry Survey

As Raleigh County Schools plans the opening of schools for 2020-2021, we want teachers' input in the planning process. Please take a few moments to answer the following survey questions to assist us as we review all options for the next school year. The survey will end on Monday, July 6, 2020, @ 12:00 PM.

Question Title

* 1. Do you work in Raleigh County Schools as a teacher?

Yes

Question Title

* 2. How many years have you worked in Raleigh County Schools?

Less that 1 year

1 to 3 years

3 to 6 years

7 to 10 years

11 to 15 years

16 to 20 years

21 to 25 years

26 to 30 years

More than 30 years

Question Title

* 3. What school(s) will you be teaching in the 2020-2021 school year? Please check all that apply.

Academy of Careers and Technology

Beckley Elementary

Beckley-Stratton Middle

Bradley Elementary

Clear Fork Elementary

Coal City Elementary

Cranberry-Prosperity Elementary

Crescent Elementary

Daniels Elementary

Fairdale Elementary

Ghent Elementary

Hollywood Elementary

Independence High

Independence MIddle

Liberty High

Mabscott Elementary

Marsh Fork Elementary

Maxwell Hill Elementary

Park Middle

Ridgeview Elementary

Shady Spring Elementary

Shady Spring High

Shady Spring Middle

Stanaford Elementary

Stratton Elementary

Trap Hill Middle

Woodrow Wilson High

Question Title

* 4. How would you prefer child(ren) to attend school if school buildings do not fully open in the fall due to COVID-19?

In person with modified number of modified instructional days.

Online

Blended (some in person and some at home using a digital device)

Question Title

* 5. To what extent would you support or oppose the following options?

	Strongly Oppose	Somewhat Oppose	Neither Support Nor Oppose	Somewhat Support	Strongly Support	Unsure/ No Opinion
Requiring teachers to wear face masks	Requiring teachers to wear face masks Strongly Oppose	Requiring teachers to wear face masks Somewhat Oppose	Requiring teachers to wear face masks Neither Support Nor Oppose	Requiring teachers to wear face masks Somewhat Support	Requiring teachers to wear face masks Strongly Support	Requiring teachers to wear face masks Unsure/ No Opinion
Mandatory temperature checks before entering schools for students and teachers	Mandatory temperature checks before entering schools for students and teachers Strongly Oppose	Mandatory temperature checks before entering schools for students and teachers Somewhat Oppose	Mandatory temperature checks before entering schools for students and teachers Neither Support Nor Oppose	Mandatory temperature checks before entering schools for students and teachers Somewhat Support	Mandatory temperature checks before entering schools for students and teachers Strongly Support	Mandatory temperature checks before entering schools for students and teachers Unsure/ No Opinion
Allowing students to continue remote learning for verified and approved medical reasons	Allowing students to continue remote learning for verified and approved medical reasons Strongly Oppose	Allowing students to continue remote learning for verified and approved medical reasons Somewhat Oppose	Allowing students to continue remote learning for verified and approved medical reasons Neither Support Nor Oppose	Allowing students to continue remote learning for verified and approved medical reasons Somewhat Support	Allowing students to continue remote learning for verified and approved medical reasons Strongly Support	Allowing students to continue remote learning for verified and approved medical reasons Unsure/ No Opinion
Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules)	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Strongly Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Somewhat Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Neither Support Nor Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Somewhat Support	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Strongly Support	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Unsure/ No Opinion
Resuming in-person instruction before a vaccine for COVID-19 is available	Resuming in-person instruction before a vaccine for COVID-19 is available Strongly Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Somewhat Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Neither Support Nor Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Somewhat Support	Resuming in-person instruction before a vaccine for COVID-19 is available Strongly Support	Resuming in-person instruction before a vaccine for COVID-19 is available Unsure/ No Opinion
Prioritizing in-person instruction for younger students	Prioritizing in-person instruction for younger students Strongly Oppose	Prioritizing in-person instruction for younger students Somewhat Oppose	Prioritizing in-person instruction for younger students Neither Support Nor Oppose	Prioritizing in-person instruction for younger students Somewhat Support	Prioritizing in-person instruction for younger students Strongly Support	Prioritizing in-person instruction for younger students Unsure/ No Opinion
Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.)	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Strongly Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Somewhat Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Neither Support Nor Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Somewhat Support	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Strongly Support	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Unsure/ No Opinion
Prioritizing in-person instruction for students who receive special services (for example, special education, ELL)	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Strongly Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Somewhat Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Neither Support Nor Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Somewhat Support	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Strongly Support	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Unsure/ No Opinion
Modified school day (for example, release 1-hour earlier, 1- hour delay)	Modified school day (for example, release 1-hour earlier, 1- hour delay) Strongly Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Somewhat Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Neither Support Nor Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Somewhat Support	Modified school day (for example, release 1-hour earlier, 1- hour delay) Strongly Support	Modified school day (for example, release 1-hour earlier, 1- hour delay) Unsure/ No Opinion
Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely.	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Strongly Oppose	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Somewhat Oppose	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Neither Support Nor Oppose	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Somewhat Support	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Strongly Support	Students in grades 6-12 will be split into two groups. Each group will receive face-to-face instruction 2 days a week, and 3 days a week students will participate online/remotely. Unsure/ No Opinion
Elementary students attending at least 4 days a week.	Elementary students attending at least 4 days a week. Strongly Oppose	Elementary students attending at least 4 days a week. Somewhat Oppose	Elementary students attending at least 4 days a week. Neither Support Nor Oppose	Elementary students attending at least 4 days a week. Somewhat Support	Elementary students attending at least 4 days a week. Strongly Support	Elementary students attending at least 4 days a week. Unsure/ No Opinion

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* 6. Which of the following are your biggest concerns related to fully online/remote instructions or hybrid instruction (a combination of in-person and online instruction? Please select up to ten areas that concern you the most.

My social-emotional wellbeing

My physical health

My mental and emotional health (e.g., stress and anxiety)

My access to devices (iPads or another device)

My Internet access

My work home balance

Childcare for my family

Job security

My students' engagement in learning

My ability to provide online instruction

My ability to provide guidance/feedback on assignments

My ability to support special student populations (example, ELL, special education, gifted education)

I do not have any concerns about online/remote learning

Question Title

* 7. How confident do you feel about

	Not confident at all	Slightly Confident	Somewhat Confident	Fairly Confident	Completely Confident
teaching students remotely	teaching students remotely Not confident at all	teaching students remotely Slightly Confident	teaching students remotely Somewhat Confident	teaching students remotely Fairly Confident	teaching students remotely Completely Confident
logging into Schoology	logging into Schoology Not confident at all	logging into Schoology Slightly Confident	logging into Schoology Somewhat Confident	logging into Schoology Fairly Confident	logging into Schoology Completely Confident
logging into email	logging into email Not confident at all	logging into email Slightly Confident	logging into email Somewhat Confident	logging into email Fairly Confident	logging into email Completely Confident
logging into @raleighcountyschools.org Google account	logging into @raleighcountyschools.org Google account Not confident at all	logging into @raleighcountyschools.org Google account Slightly Confident	logging into @raleighcountyschools.org Google account Somewhat Confident	logging into @raleighcountyschools.org Google account Fairly Confident	logging into @raleighcountyschools.org Google account Completely Confident
communicating with students through phone calls and email	communicating with students through phone calls and email Not confident at all	communicating with students through phone calls and email Slightly Confident	communicating with students through phone calls and email Somewhat Confident	communicating with students through phone calls and email Fairly Confident	communicating with students through phone calls and email Completely Confident
creating, conducting, and participating in a Teams Video Meeting	creating, conducting, and participating in a Teams Video Meeting Not confident at all	creating, conducting, and participating in a Teams Video Meeting Slightly Confident	creating, conducting, and participating in a Teams Video Meeting Somewhat Confident	creating, conducting, and participating in a Teams Video Meeting Fairly Confident	creating, conducting, and participating in a Teams Video Meeting Completely Confident
creating/adding documents to Schoology/Seesaw	creating/adding documents to Schoology/Seesaw Not confident at all	creating/adding documents to Schoology/Seesaw Slightly Confident	creating/adding documents to Schoology/Seesaw Somewhat Confident	creating/adding documents to Schoology/Seesaw Fairly Confident	creating/adding documents to Schoology/Seesaw Completely Confident
creating/adding audio/video to Schoology/ Seesaw	creating/adding audio/video to Schoology/ Seesaw Not confident at all	creating/adding audio/video to Schoology/ Seesaw Slightly Confident	creating/adding audio/video to Schoology/ Seesaw Somewhat Confident	creating/adding audio/video to Schoology/ Seesaw Fairly Confident	creating/adding audio/video to Schoology/ Seesaw Completely Confident
using iMovie to create video and upload it to Schoology/Seesaw	using iMovie to create video and upload it to Schoology/Seesaw Not confident at all	using iMovie to create video and upload it to Schoology/Seesaw Slightly Confident	using iMovie to create video and upload it to Schoology/Seesaw Somewhat Confident	using iMovie to create video and upload it to Schoology/Seesaw Fairly Confident	using iMovie to create video and upload it to Schoology/Seesaw Completely Confident
adding assignment to Schoology calendar	adding assignment to Schoology calendar Not confident at all	adding assignment to Schoology calendar Slightly Confident	adding assignment to Schoology calendar Somewhat Confident	adding assignment to Schoology calendar Fairly Confident	adding assignment to Schoology calendar Completely Confident
being able to screenshot your screen on your MacBook	being able to screenshot your screen on your MacBook Not confident at all	being able to screenshot your screen on your MacBook Slightly Confident	being able to screenshot your screen on your MacBook Somewhat Confident	being able to screenshot your screen on your MacBook Fairly Confident	being able to screenshot your screen on your MacBook Completely Confident
being able to record your screen on your MacBook	being able to record your screen on your MacBook Not confident at all	being able to record your screen on your MacBook Slightly Confident	being able to record your screen on your MacBook Somewhat Confident	being able to record your screen on your MacBook Fairly Confident	being able to record your screen on your MacBook Completely Confident

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* 8. Which of the following do you use to provide instruction to students?

Textbooks

Learning packets

Teachers lectures

Worksheets

Schoology

Seesaw

Google Classroom

Microsoft Teams

Microsoft Office 365 Suite

Google Suite

Enrichment sites

Flipgrid

iReady

Online textbook

Online videos

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* 9. Based on what you taught during the last school year when students return to school do you expect that they will be behind in the course you taught?

Will be further behind because I wasn't able to cover 75% of the standards

Will be on target because I was able to cover 90% of the standards

Question Title

* 10. When school was closed due to COVID-19, to what extent would you support or agree with the following statements.

	Strongly disagree	Somewhat disagree	Agree	Strongly agree
I was prepared to virtual teach	I was prepared to virtual teach Strongly disagree	I was prepared to virtual teach Somewhat disagree	I was prepared to virtual teach Agree	I was prepared to virtual teach Strongly agree
I called my students to check on their well-being	I called my students to check on their well-being Strongly disagree	I called my students to check on their well-being Somewhat disagree	I called my students to check on their well-being Agree	I called my students to check on their well-being Strongly agree
I posted daily agendas and assignments to Schoology daily	I posted daily agendas and assignments to Schoology daily Strongly disagree	I posted daily agendas and assignments to Schoology daily Somewhat disagree	I posted daily agendas and assignments to Schoology daily Agree	I posted daily agendas and assignments to Schoology daily Strongly agree
I participated in professional development offered by the county	I participated in professional development offered by the county Strongly disagree	I participated in professional development offered by the county Somewhat disagree	I participated in professional development offered by the county Agree	I participated in professional development offered by the county Strongly agree
The professional development provided by by the county assisted in my ability to provide online opportunities for my students	The professional development provided by by the county assisted in my ability to provide online opportunities for my students Strongly disagree	The professional development provided by by the county assisted in my ability to provide online opportunities for my students Somewhat disagree	The professional development provided by by the county assisted in my ability to provide online opportunities for my students Agree	The professional development provided by by the county assisted in my ability to provide online opportunities for my students Strongly agree
I received clear and precise directives from administration regarding online teaching expectations	I received clear and precise directives from administration regarding online teaching expectations Strongly disagree	I received clear and precise directives from administration regarding online teaching expectations Somewhat disagree	I received clear and precise directives from administration regarding online teaching expectations Agree	I received clear and precise directives from administration regarding online teaching expectations Strongly agree
Administration reached out to me to see what they could do to assist with remote learning	Administration reached out to me to see what they could do to assist with remote learning Strongly disagree	Administration reached out to me to see what they could do to assist with remote learning Somewhat disagree	Administration reached out to me to see what they could do to assist with remote learning Agree	Administration reached out to me to see what they could do to assist with remote learning Strongly agree
Behavior was an issue during video meetings	Behavior was an issue during video meetings Strongly disagree	Behavior was an issue during video meetings Somewhat disagree	Behavior was an issue during video meetings Agree	Behavior was an issue during video meetings Strongly agree

Question Title

* 11. To what extent would you support or oppose the following options?

	Strongly Oppose	Somewhat Oppose	Neither Support Nor Oppose	Somewhat Support	Strongly Support	Unsure/ No Opinion
Requiring students to wear face masks	Requiring students to wear face masks Strongly Oppose	Requiring students to wear face masks Somewhat Oppose	Requiring students to wear face masks Neither Support Nor Oppose	Requiring students to wear face masks Somewhat Support	Requiring students to wear face masks Strongly Support	Requiring students to wear face masks Unsure/ No Opinion
Requiring teachers to wear face masks	Requiring teachers to wear face masks Strongly Oppose	Requiring teachers to wear face masks Somewhat Oppose	Requiring teachers to wear face masks Neither Support Nor Oppose	Requiring teachers to wear face masks Somewhat Support	Requiring teachers to wear face masks Strongly Support	Requiring teachers to wear face masks Unsure/ No Opinion
Mandatory temperature checks before entering schools for students and teachers	Mandatory temperature checks before entering schools for students and teachers Strongly Oppose	Mandatory temperature checks before entering schools for students and teachers Somewhat Oppose	Mandatory temperature checks before entering schools for students and teachers Neither Support Nor Oppose	Mandatory temperature checks before entering schools for students and teachers Somewhat Support	Mandatory temperature checks before entering schools for students and teachers Strongly Support	Mandatory temperature checks before entering schools for students and teachers Unsure/ No Opinion
Allowing students to continue remote learning for verified and approved medical reasons	Allowing students to continue remote learning for verified and approved medical reasons Strongly Oppose	Allowing students to continue remote learning for verified and approved medical reasons Somewhat Oppose	Allowing students to continue remote learning for verified and approved medical reasons Neither Support Nor Oppose	Allowing students to continue remote learning for verified and approved medical reasons Somewhat Support	Allowing students to continue remote learning for verified and approved medical reasons Strongly Support	Allowing students to continue remote learning for verified and approved medical reasons Unsure/ No Opinion
Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules)	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Strongly Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Somewhat Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Neither Support Nor Oppose	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Somewhat Support	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Strongly Support	Restructuring student schedules to support social distancing at school (for example, rotating recess, lunchtimes, dismissal times, class schedules) Unsure/ No Opinion
Resuming in-person instruction before a vaccine for COVID-19 is available	Resuming in-person instruction before a vaccine for COVID-19 is available Strongly Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Somewhat Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Neither Support Nor Oppose	Resuming in-person instruction before a vaccine for COVID-19 is available Somewhat Support	Resuming in-person instruction before a vaccine for COVID-19 is available Strongly Support	Resuming in-person instruction before a vaccine for COVID-19 is available Unsure/ No Opinion
Prioritizing in-person instruction for younger students	Prioritizing in-person instruction for younger students Strongly Oppose	Prioritizing in-person instruction for younger students Somewhat Oppose	Prioritizing in-person instruction for younger students Neither Support Nor Oppose	Prioritizing in-person instruction for younger students Somewhat Support	Prioritizing in-person instruction for younger students Strongly Support	Prioritizing in-person instruction for younger students Unsure/ No Opinion
Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.)	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Strongly Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Somewhat Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Neither Support Nor Oppose	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Somewhat Support	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Strongly Support	Prioritizing in-person instruction for at-risk students (for example, students at risk of failing, dropping out, etc.) Unsure/ No Opinion
Prioritizing in-person instruction for students who receive special services (for example, special education, ELL)	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Strongly Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Somewhat Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Neither Support Nor Oppose	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Somewhat Support	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Strongly Support	Prioritizing in-person instruction for students who receive special services (for example, special education, ELL) Unsure/ No Opinion
Modified school day (for example, release 1-hour earlier, 1- hour delay)	Modified school day (for example, release 1-hour earlier, 1- hour delay) Strongly Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Somewhat Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Neither Support Nor Oppose	Modified school day (for example, release 1-hour earlier, 1- hour delay) Somewhat Support	Modified school day (for example, release 1-hour earlier, 1- hour delay) Strongly Support	Modified school day (for example, release 1-hour earlier, 1- hour delay) Unsure/ No Opinion
For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following)	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Strongly Oppose	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Somewhat Oppose	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Neither Support Nor Oppose	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Somewhat Support	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Strongly Support	For middle and high schools, one group of students will receive in-person instruction each day (for example, students with last name A-M go to school on Monday and Wednesday, another group with last names N-Z go to school on Tuesday and Thursday; a group may go M-W-F for 9 weeks while another group goes Tues-Thurs the following) Unsure/ No Opinion

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* 12. What other concerns need to be considered as we plan for the fall 2020 re-entry?

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* 13. What support do you need from the school administrator(s)?

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* 14. What professional development do you need to prepare you to offer digital access to your course through Schoology or Seesaw?

Thank you for completing our survey!