Seattle Public Schools Spanish Instructional Materials Adoption - A Needs Assessment Survey For Families, Students, and Community Members

A Needs Assessment Survey for Families, Students, and Community Members

In September 2018, Seattle Public Schools initiated an adoption process for instructional materials to support Spanish as a world language in grades 6 through 12. To help inform the work of the Adoption Committee, SPS families and teachers are invited to complete this Needs Assessment Survey to share what is important in Spanish instruction. This survey will be vital to ensuring that all stakeholders have a voice in the adoption process.

Estimated completion time: 10-15 minutes.

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* 1. Do you have children that attend Seattle Public Schools? If so, please provide information below.

School

Grade Level

Program

School

Grade Level

Program

School

Grade Level

Program

School

Grade Level

Program

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* 2. What is the name of your neighborhood high school?

Ballard High School

Cleveland High School

Franklin High School

Garfield High School

Nathan Hale High School

Ingraham High School

Rainier Beach High School

Roosevelt High School

Chief Sealth High School

West Seattle High School

Unsure

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* 3. How many years (levels) of Spanish instruction should students have access to from grades 6-12?

None

1 Year

2 Years

3 Years

4 Years

5 or more years

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* 4. In grades 6-8, how frequently each week should students receive Spanish instruction?

Daily

4 times a week

3 times a week

2 times a week

Once a week

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* 5. In grades 9-12, how frequently each week should students receive Spanish instruction?

Daily

4 times a week

3 times a week

2 times a week

Once a week

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* 6. How familiar are you with the Washington State World Languages Learning Standards, adopted from the National World-Readiness Standards for Learning Languages?

Very familiar

Somewhat familiar

I have heard of them, but not familiar

Have not heard of them

Eager to learn about the new standards

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* 7. How important is each of the following to the goal of Spanish learning in Seattle Public Schools?

	Essential	Very Important	Somewhat Important	Not Important
A. Students are being prepared to take future college Spanish or other world language classes.	A. Students are being prepared to take future college Spanish or other world language classes. Essential	A. Students are being prepared to take future college Spanish or other world language classes. Very Important	A. Students are being prepared to take future college Spanish or other world language classes. Somewhat Important	A. Students are being prepared to take future college Spanish or other world language classes. Not Important
B. Students are exposed to potential future careers that use Spanish or other world languages.	B. Students are exposed to potential future careers that use Spanish or other world languages. Essential	B. Students are exposed to potential future careers that use Spanish or other world languages. Very Important	B. Students are exposed to potential future careers that use Spanish or other world languages. Somewhat Important	B. Students are exposed to potential future careers that use Spanish or other world languages. Not Important
C. Students are being challenged academically to support their intellectual growth.	C. Students are being challenged academically to support their intellectual growth. Essential	C. Students are being challenged academically to support their intellectual growth. Very Important	C. Students are being challenged academically to support their intellectual growth. Somewhat Important	C. Students are being challenged academically to support their intellectual growth. Not Important
D. All students have access to the same Spanish instructional materials, no matter which school in the district they attend.	D. All students have access to the same Spanish instructional materials, no matter which school in the district they attend. Essential	D. All students have access to the same Spanish instructional materials, no matter which school in the district they attend. Very Important	D. All students have access to the same Spanish instructional materials, no matter which school in the district they attend. Somewhat Important	D. All students have access to the same Spanish instructional materials, no matter which school in the district they attend. Not Important
E. All students should be learning communicative skills in their classes and classes should be taught primarily in Spanish at all levels.	E. All students should be learning communicative skills in their classes and classes should be taught primarily in Spanish at all levels. Essential	E. All students should be learning communicative skills in their classes and classes should be taught primarily in Spanish at all levels. Very Important	E. All students should be learning communicative skills in their classes and classes should be taught primarily in Spanish at all levels. Somewhat Important	E. All students should be learning communicative skills in their classes and classes should be taught primarily in Spanish at all levels. Not Important

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* 8. How important is each of the following to the goal of providing equitable access to Spanish for all students?

	Essential	Very Important	Somewhat Important	Not Important
A. Instructional materials and resources that connect Spanish learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate.	A. Instructional materials and resources that connect Spanish learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Essential	A. Instructional materials and resources that connect Spanish learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Very Important	A. Instructional materials and resources that connect Spanish learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Somewhat Important	A. Instructional materials and resources that connect Spanish learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Not Important
B. Embedded time for students to make sense of their learning in their daily routine.	B. Embedded time for students to make sense of their learning in their daily routine. Essential	B. Embedded time for students to make sense of their learning in their daily routine. Very Important	B. Embedded time for students to make sense of their learning in their daily routine. Somewhat Important	B. Embedded time for students to make sense of their learning in their daily routine. Not Important
C. Multiple methods for students to show what they know or can do in Spanish.	C. Multiple methods for students to show what they know or can do in Spanish. Essential	C. Multiple methods for students to show what they know or can do in Spanish. Very Important	C. Multiple methods for students to show what they know or can do in Spanish. Somewhat Important	C. Multiple methods for students to show what they know or can do in Spanish. Not Important
D. Instructional materials that discuss trends and research in Spanish and inform students about career pathways in Spanish and other world languages.	D. Instructional materials that discuss trends and research in Spanish and inform students about career pathways in Spanish and other world languages. Essential	D. Instructional materials that discuss trends and research in Spanish and inform students about career pathways in Spanish and other world languages. Very Important	D. Instructional materials that discuss trends and research in Spanish and inform students about career pathways in Spanish and other world languages. Somewhat Important	D. Instructional materials that discuss trends and research in Spanish and inform students about career pathways in Spanish and other world languages. Not Important
E. Instructional materials that are free of bias, stereotypes, and historical marginalization.	E. Instructional materials that are free of bias, stereotypes, and historical marginalization. Essential	E. Instructional materials that are free of bias, stereotypes, and historical marginalization. Very Important	E. Instructional materials that are free of bias, stereotypes, and historical marginalization. Somewhat Important	E. Instructional materials that are free of bias, stereotypes, and historical marginalization. Not Important
F. Instructional materials that include important contributions to society through the Spanish language by different demographic groups.	F. Instructional materials that include important contributions to society through the Spanish language by different demographic groups. Essential	F. Instructional materials that include important contributions to society through the Spanish language by different demographic groups. Very Important	F. Instructional materials that include important contributions to society through the Spanish language by different demographic groups. Somewhat Important	F. Instructional materials that include important contributions to society through the Spanish language by different demographic groups. Not Important
G. Opportunities for students to share their revised thinking as their learning progresses throughout a unit.	G. Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Essential	G. Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Very Important	G. Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Somewhat Important	G. Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Not Important
H. Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, heritage speakers, etc.).	H. Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, heritage speakers, etc.). Essential	H. Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, heritage speakers, etc.). Very Important	H. Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, heritage speakers, etc.). Somewhat Important	H. Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, heritage speakers, etc.). Not Important

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* 9. How important is each of the following to the goal of providing instructional activities in Spanish?

	Essential	Very Important	Somewhat Important	Not Important
A. Students interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions.	A. Students interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions. Essential	A. Students interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions. Very Important	A. Students interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions. Somewhat Important	A. Students interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions. Not Important
B. Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.	B. Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Essential	B. Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Very Important	B. Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Somewhat Important	B. Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Not Important
C. Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.	C. Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Essential	C. Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Very Important	C. Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Somewhat Important	C. Students present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Not Important
D. Students use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.	D. Students use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Essential	D. Students use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Very Important	D. Students use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Somewhat Important	D. Students use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Not Important
E. Students use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.	E. Students use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Essential	E. Students use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Very Important	E. Students use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Somewhat Important	E. Students use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Not Important
F. Students build, reinforce, and expand their knowledge of the other disciplines while using Spanish to develop critical thinking and to solve problems creatively.	F. Students build, reinforce, and expand their knowledge of the other disciplines while using Spanish to develop critical thinking and to solve problems creatively. Essential	F. Students build, reinforce, and expand their knowledge of the other disciplines while using Spanish to develop critical thinking and to solve problems creatively. Very Important	F. Students build, reinforce, and expand their knowledge of the other disciplines while using Spanish to develop critical thinking and to solve problems creatively. Somewhat Important	F. Students build, reinforce, and expand their knowledge of the other disciplines while using Spanish to develop critical thinking and to solve problems creatively. Not Important
G. Students access and evaluate information and diverse perspectives that are available through the language and its cultures.	G. Students access and evaluate information and diverse perspectives that are available through the language and its cultures. Essential	G. Students access and evaluate information and diverse perspectives that are available through the language and its cultures. Very Important	G. Students access and evaluate information and diverse perspectives that are available through the language and its cultures. Somewhat Important	G. Students access and evaluate information and diverse perspectives that are available through the language and its cultures. Not Important
H. Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the Spanish and the student’s own language.	H. Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the Spanish and the student’s own language. Essential	H. Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the Spanish and the student’s own language. Very Important	H. Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the Spanish and the student’s own language. Somewhat Important	H. Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the Spanish and the student’s own language. Not Important
I. Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and the student’s own culture.	I. Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and the student’s own culture. Essential	I. Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and the student’s own culture. Very Important	I. Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and the student’s own culture. Somewhat Important	I. Students use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and the student’s own culture. Not Important
J. Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.	J. Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Essential	J. Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Very Important	J. Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Somewhat Important	J. Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Not Important
K. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement.	K. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement. Essential	K. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement. Very Important	K. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement. Somewhat Important	K. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement. Not Important

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* 10. How important is each of the following to the goal of providing Spanish materials in the classroom?

	Essential	Very Important	Somewhat Important	Not Important
A. Instructional units that are framed in real-world language, situation, and cultural contexts.	A. Instructional units that are framed in real-world language, situation, and cultural contexts. Essential	A. Instructional units that are framed in real-world language, situation, and cultural contexts. Very Important	A. Instructional units that are framed in real-world language, situation, and cultural contexts. Somewhat Important	A. Instructional units that are framed in real-world language, situation, and cultural contexts. Not Important
B. Spanish language concepts are presented in multiple ways (e.g., video and audio clips, readings, simulations, computer-assisted instruction, etc.).	B. Spanish language concepts are presented in multiple ways (e.g., video and audio clips, readings, simulations, computer-assisted instruction, etc.). Essential	B. Spanish language concepts are presented in multiple ways (e.g., video and audio clips, readings, simulations, computer-assisted instruction, etc.). Very Important	B. Spanish language concepts are presented in multiple ways (e.g., video and audio clips, readings, simulations, computer-assisted instruction, etc.). Somewhat Important	B. Spanish language concepts are presented in multiple ways (e.g., video and audio clips, readings, simulations, computer-assisted instruction, etc.). Not Important
C. Classroom materials have associated materials that students can do for homework or extra practice outside the classroom.	C. Classroom materials have associated materials that students can do for homework or extra practice outside the classroom. Essential	C. Classroom materials have associated materials that students can do for homework or extra practice outside the classroom. Very Important	C. Classroom materials have associated materials that students can do for homework or extra practice outside the classroom. Somewhat Important	C. Classroom materials have associated materials that students can do for homework or extra practice outside the classroom. Not Important
D. Instructional materials provide access to online resources from home.	D. Instructional materials provide access to online resources from home. Essential	D. Instructional materials provide access to online resources from home. Very Important	D. Instructional materials provide access to online resources from home. Somewhat Important	D. Instructional materials provide access to online resources from home. Not Important

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* 11. Access to technology in Spanish and other world language learning is vital to connect to authentic resources in the language. How important is each of the following to the goal of providing student use of technology in Spanish learning?

	Essential	Very Important	Somewhat Important	Not Important
A. Relevant Spanish video clips that depict real-world events where Spanish is used.	A. Relevant Spanish video clips that depict real-world events where Spanish is used. Essential	A. Relevant Spanish video clips that depict real-world events where Spanish is used. Very Important	A. Relevant Spanish video clips that depict real-world events where Spanish is used. Somewhat Important	A. Relevant Spanish video clips that depict real-world events where Spanish is used. Not Important
B. In-class digital tools for students to record, display, and create evidence of their ability to speak and write Spanish.	B. In-class digital tools for students to record, display, and create evidence of their ability to speak and write Spanish. Essential	B. In-class digital tools for students to record, display, and create evidence of their ability to speak and write Spanish. Very Important	B. In-class digital tools for students to record, display, and create evidence of their ability to speak and write Spanish. Somewhat Important	B. In-class digital tools for students to record, display, and create evidence of their ability to speak and write Spanish. Not Important
C. Students can submit work online and receive teacher feedback.	C. Students can submit work online and receive teacher feedback. Essential	C. Students can submit work online and receive teacher feedback. Very Important	C. Students can submit work online and receive teacher feedback. Somewhat Important	C. Students can submit work online and receive teacher feedback. Not Important
D. Students across all schools have equitable in-school access to technology resources used for language instruction and learning.	D. Students across all schools have equitable in-school access to technology resources used for language instruction and learning. Essential	D. Students across all schools have equitable in-school access to technology resources used for language instruction and learning. Very Important	D. Students across all schools have equitable in-school access to technology resources used for language instruction and learning. Somewhat Important	D. Students across all schools have equitable in-school access to technology resources used for language instruction and learning. Not Important

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* 12. Optional: What is your Gender status?

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* 13. Optional: Please check as many categories that may apply to you:

American Indian or Alaska Native

Asian

Black or African-American

Hispanic

Native Hawaiian or other Pacific Islander

White

Other (please specify)

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* 14. What else would you like us to know?

Thank you for completing this survey! Your thoughtful responses will help to ensure Seattle Public Schools selects equitable Spanish materials for all our students.