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* 1. At which school do you teach?

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* 2. What grade level do you currently teach? Check all that apply.

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* 3. How many years have you been teaching?

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* 4. I integrate literacy instruction into my content-area instruction.

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* 5. I believe that our district actively promotes literacy.

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* 6. I believe that our school actively promotes literacy.

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* 7. Teachers at our school use a common language when talking about literacy.

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* 8. Teacher materials related to literacy instruction, such as professional books and journals, are available in the building for teacher use.

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* 9. Grade-level teachers/teams/PLCs collaborate regularly about literacy instruction.

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* 10. I emphasize the love of reading to the same degree that I emphasize the skills of reading.

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* 11. Student work displays such as posters, bulletin boards, book displays, and other evidence of student work demonstrate that reading and writing are valued.

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* 12. I am satisfied with our district-level professional development about literacy.

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* 13. I am satisfied with our school-level professional development about literacy.

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* 14. There is adequate follow-up after professional development about literacy.

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* 15. I would like more professional development specific to literacy instruction.

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* 16. My principal encourages us to grow professionally in literacy instruction.

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* 17. Our staff works together to meet schoolwide goals.

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* 18. Our school staff functions as a professional learning community.

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* 19. The principal is an instructional leader (makes frequent classroom visits, initiates discussions, etc.).

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* 20. Literacy instruction in the grade level I teach is consistent in terms of the curriculum we teach.

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* 21. Literacy instruction in the grade level I teach is consistent in terms of the strategies we use.

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* 22. Literacy instruction in the grade level I teach is consistent in terms of philosophy, pedagogy, and/or vision.

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* 23. I use fiction read-alouds.

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* 24. I use nonfiction read-alouds.

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* 25. I use poetry read-alouds.

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* 26. I use think-alouds.

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* 27. I use guided reading groups (small-group reading).

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* 28. I use self-chosen reading groups/literature circles/book clubs.

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* 29. I use independent reading.

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* 30. I use paired/partner reading.

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* 31. I use needs-based skills groups for reading.

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* 32. I use student-led book talks/videos.

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* 33. I use individual reading conferences.

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* 34. I use peer-to-peer reading conferences.

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* 35. I use journal responses.

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* 36. I use independent writing/writing workshop.

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* 37. I use paired/partner writing.

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* 38. I use needs-based skills groups for writing.

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* 39. I use individual writing conferences.

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* 40. I use peer revision and/or editing conferences.

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* 41. I use writing minilessons.

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* 42. I use mentor sentences.

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* 43. I use shared writing (teacher and class compose together).

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* 44. How often are struggling students supported by/with software programs/apps?

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* 45. How often are struggling students supported by/with small-group work with a teacher?

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* 46. How often are struggling students supported by/with small-group work with a paraprofessional?

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* 47. How often are struggling students supported by/with small group work with a reading specialist, Reading Recovery teacher, or interventionist?

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* 48. How often are struggling students supported by/with small-group work with a volunteer?

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* 49. How often are struggling students supported by/with individual work with a teacher?

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* 50. How often are struggling students supported by/with individual work with a paraprofessional?

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* 51. How often are struggling students supported by/with individual work with a specialist, Reading Recovery teacher, or interventionist?

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* 52. How often are struggling students supported by/with individual work with a volunteer?

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* 53. Students have opportunities to engage in discussions about their reading during class time.

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* 54. Students have opportunities to work collaboratively with their classmates to support their learning.

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* 55. Students have the opportunity to work in flexible groups based on such factors as interests, book choices, and skill development.

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* 56. Most students enjoy reading.

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* 57. Most students enjoy writing.

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* 58. I use data to plan and deliver instruction that supports each student’s literacy needs.

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* 59. I use a variety of assessments – formal, informal, diagnostic, formative, and summative – to monitor students’ literacy growth and provide feedback to them.

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* 60. I differentiate for struggling readers.

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* 61. I differentiate for struggling writers.

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* 62. I use the resources of the school library/media center to support student learning.

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* 63. Teachers and administrators talk about the school’s literacy goals and how we are working toward achieving them.

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* 64. Literacy instruction reflects current research-based practices.

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* 65. I use before/during/after reading strategies to assist students in learning.

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* 66. I use a gradual release of responsibility with students (I do, we do, you do).

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* 67. I model literacy strategies and tasks that I want students to know and be able to do.

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* 68. Students have opportunities to engage in activities such as creative dramatics or role-play related to their reading or to the topics being studied.

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* 69. I use reading worksheets and homework packets.

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* 70. I use writing worksheets and homework packets.

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* 71. I use graphic organizers to help students organize information from text.

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* 72. I use graphic organizers to help students plan for writing.

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* 73. In what areas would you like to have more professional development? Check all that apply.

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* 74. What else would you like for us to know?

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