State Literacy Needs Assessment Survey (K-12 Educators)

Introduction:

The DC Office of the State Superintendent of Education (OSSE) is requesting information from K-12 educators across the District as OSSE is in the process of developing a statewide comprehensive literacy plan (CLP) to support local education agencies (LEAs), schools and community-based organizations as they work to improve teacher practice and student achievement outcomes.

The Comprehensive Literacy Plan focuses on four areas:

1) K-12 Standards Literacy Instruction Aligned to the Common Core State Standards
2) Professional Learning and Teacher Development
3) Instructional Leadership
4) Multi-Tiered Systems of Support and Intervention

Your responses to this survey will provide context to the work currently being implemented across the District, as well as to the areas that need to be addressed in order to ensure equitable systems and learning for all students. In order to gather relevant data across the educational landscape in the District, OSSE is seeking your input.

Based on your knowledge of literacy systems at your school and/or LEA that reflect current practices for this school year, please rate the statements below from strongly disagree (1) to strongly agree (5).

Responses should be submitted by Friday, Nov. 20, 2020, 5 p.m.

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* 1. Which of the following best describes your professional role?

Other (please specify)

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* 2. Select the primary age/grade of students with whom you work.

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* 3. Please rate the following statements regarding Instructional Leadership at your School/LEA:

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate.	Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate. Strongly Agree	Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate. Agree	Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate. Neutral	Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate. Disagree	Educational leaders provide professional learning opportunities for teachers through a variety of formats and encourage educators to participate. Strongly Disagree
Administrators participate with teachers in professional learning initiatives for literacy.	Administrators participate with teachers in professional learning initiatives for literacy. Strongly Agree	Administrators participate with teachers in professional learning initiatives for literacy. Agree	Administrators participate with teachers in professional learning initiatives for literacy. Neutral	Administrators participate with teachers in professional learning initiatives for literacy. Disagree	Administrators participate with teachers in professional learning initiatives for literacy. Strongly Disagree
Administrators effectively leverage time and personnel through scheduling and collaborative planning.	Administrators effectively leverage time and personnel through scheduling and collaborative planning. Strongly Agree	Administrators effectively leverage time and personnel through scheduling and collaborative planning. Agree	Administrators effectively leverage time and personnel through scheduling and collaborative planning. Neutral	Administrators effectively leverage time and personnel through scheduling and collaborative planning. Disagree	Administrators effectively leverage time and personnel through scheduling and collaborative planning. Strongly Disagree
The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards.	The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards. Strongly Agree	The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards. Agree	The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards. Neutral	The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards. Disagree	The LEA/school exhibits a culture in which teachers across the content areas accept responsibility for literacy practices as articulated in the Common Core State Standards. Strongly Disagree

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* 4. Please rate the following statements regarding Professional Learning:

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
LEA/school provides systematic, evidence-based professional learning for literacy.	LEA/school provides systematic, evidence-based professional learning for literacy. Strongly Agree	LEA/school provides systematic, evidence-based professional learning for literacy. Agree	LEA/school provides systematic, evidence-based professional learning for literacy. Neutral	LEA/school provides systematic, evidence-based professional learning for literacy. Disagree	LEA/school provides systematic, evidence-based professional learning for literacy. Strongly Disagree
LEA/school includes parents and other community stakeholders in decision-making related to literacy.	LEA/school includes parents and other community stakeholders in decision-making related to literacy. Strongly Agree	LEA/school includes parents and other community stakeholders in decision-making related to literacy. Agree	LEA/school includes parents and other community stakeholders in decision-making related to literacy. Neutral	LEA/school includes parents and other community stakeholders in decision-making related to literacy. Disagree	LEA/school includes parents and other community stakeholders in decision-making related to literacy. Strongly Disagree
All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments).	All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Strongly Agree	All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Agree	All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Neutral	All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Disagree	All instructional staff participate in ongoing professional learning in all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Strongly Disagree
Professional learning for literacy initiatives incorporates a variety of formats.	Professional learning for literacy initiatives incorporates a variety of formats. Strongly Agree	Professional learning for literacy initiatives incorporates a variety of formats. Agree	Professional learning for literacy initiatives incorporates a variety of formats. Neutral	Professional learning for literacy initiatives incorporates a variety of formats. Disagree	Professional learning for literacy initiatives incorporates a variety of formats. Strongly Disagree
Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments).	Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Strongly Agree	Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Agree	Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Neutral	Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Disagree	Pre-service opportunities and teacher preparation requirements, including coursework and clinical practice, adequately prepare new teachers for all aspects of explicit literacy instruction (standards, selection of texts, modeling, guiding and independent practice, differentiating instruction, and alignment to assessments). Strongly Disagree
Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change.	Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change. Strongly Agree	Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change. Agree	Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change. Neutral	Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change. Disagree	Professional learning in explicit literacy instruction applies research on change and sustains support for implementation of professional learning for long-term change. Strongly Disagree
Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation.	Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation. Strongly Agree	Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation. Agree	Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation. Neutral	Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation. Disagree	Professional learning is in place that sets time aside for consistent grade level/content area team meetings for collaborative discussions regarding ELA/Literacy Standards implementation. Strongly Disagree

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* 5. Please rate the following statements regarding Standards Based Instruction Implementation:

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards.	Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards. Strongly Agree	Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards. Agree	Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards. Neutral	Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards. Disagree	Literacy instruction in my classroom/school/LEA is developmentally appropriate and aligned to Common Core State Standards. Strongly Disagree
Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards.	Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards. Strongly Agree	Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards. Agree	Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards. Neutral	Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards. Disagree	Instruction in my classroom/school/LEA meets the shifts and rigor of the Common Core State Standards. Strongly Disagree
Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction.	Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction. Strongly Agree	Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction. Agree	Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction. Neutral	Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction. Disagree	Students in my classroom/school/LEA have access to, and exposure to culturally relevant texts (both on grade level and across grade levels) through explicit instruction. Strongly Disagree
The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity.	The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity. Strongly Agree	The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity. Agree	The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity. Neutral	The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity. Disagree	The LEA adopts a high-quality ELA curriculum as rated by EdReports.org and implements it with fidelity. Strongly Disagree

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* 6. Please list any curricula that your school uses for literacy instruction

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* 7. Assessment:

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports.	The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports. Strongly Agree	The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports. Agree	The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports. Neutral	The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports. Disagree	The LEA assessment system includes valid and reliable screening, diagnostic, formative, and summative assessment components, and uses data from these components to drive interventions and supports. Strongly Disagree
Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction.	Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction. Strongly Agree	Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction. Agree	Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction. Neutral	Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction. Disagree	Assessments are used for data-informed decision-making in order to identify a child’s learning needs, to inform instruction, and to progress monitor the effects of instruction. Strongly Disagree
Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs.	Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs. Strongly Agree	Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs. Agree	Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs. Neutral	Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs. Disagree	Assessments are used to identify signs of reading difficulties in students and identified students receive the necessary tiered interventions to meet their needs. Strongly Disagree

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* 8. Please rate the following statements regarding Multi-tiered Systems of Support and Intervention.

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs.	Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs. Strongly Agree	Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs. Agree	Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs. Neutral	Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs. Disagree	Schools use multi-tiered systems of support to provide tiered practices and interventions to support students’ needs. Strongly Disagree
Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged.	Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged. Strongly Agree	Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged. Agree	Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged. Neutral	Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged. Disagree	Teachers design lessons with Universal Design for Learning (UDL) to provide flexibility in the way information is presented; the way students respond or demonstrate knowledge and skills; and the way students are engaged. Strongly Disagree
LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners.	LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners. Strongly Agree	LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners. Agree	LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners. Neutral	LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners. Disagree	LEA uses research-based interventions to provide appropriate accommodations, supports, and challenges, and maintain high achievement expectations for all including students with disabilities and English learners. Strongly Disagree
Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals.	Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals. Strongly Agree	Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals. Agree	Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals. Neutral	Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals. Disagree	Students requiring Tier 3 interventions, receive targeted instruction utilized a evidence-based program that includes increased frequency and intensity and led by trained individuals. Strongly Disagree

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* 9. Use the text box below to provide additional comments or considerations for the state's CLP. You may consider:
- Expanding on one or more of your previous answers;
- Sharing an intiative on literacy that is working well in your school/district
- Explaining an area(s) where your school/district would like additional
literacy support or has unmet literacy needs.

Thank you for taking the time to complete this survey!