Secondary Literacy - Pre and Post Assessment - COP

1. When do you typically use academic language during an instructional lesson? (Check all that apply)

We are defining academic language as the language needed by students to do the work in schools. It includes, for example, discipline-specific vocabulary, grammar and punctuation, and applications conventions and formats typical for a content area.

Not used

Introduction

Activities

Closing/lesson summary

2. On average, how often do your students use academic vocabulary during the lesson?

We are defining academic vocabulary as the specific words typically used in academic dialogue and text. It is a subset of academic language.

Every 1-5 minutes

Every 5-15 minutes

Every 15-30 minutes

Once or twice per lesson

I model the use of academic vocabulary but students do not practice it

3. What types of articulation about curriculum and instruction take place at your school? (Check all that apply)

Within the grade (same subject)

Within the subject area (cross-grade level)

Grade-to-grade (vertical articulation)

Between schools

Other:

4. How often do your students write with the intent of learning to be better writers (as opposed to writing with the sole intent of learning the subject matter)?

Never

Rarely – Once or twice a year

Occasionally – On a quarterly basis or for special projects

Frequently – Almost every lesson

5. What types of writing do your students engage in? (Check all that apply)

6. To what extent do you explicitly teach students processes and procedures for engaging in academic discussions (including structured discourse, Socratic seminar, philosophical chairs, etc.)?

We are defining academic discussions as purposeful and sustained conversations about content. Students use academic vocabulary and academic language when conducting academic discussions.

Not at all/never

A little bit/rarely

Sometimes/occasionally

A lot/frequently

7. To what extent are literacy standards and content standards integrated in your classroom instruction?

Not at all/never

A little bit/rarely

Sometimes/occasionally

A lot/frequently

8. How familiar are you with the structure and content of the new California ELD standards (adopted November 2012)?

Not at all

Basic awareness

Proficient

Expert

9. To what extent do you use the guidelines from the 2014 ELA/ELD Framework to guide the integration of the ELD standards into your classroom instruction?

Students are sent to another class for ELD instruction

Not at all/never

A little bit/rarely

Sometimes/occasionally

A lot/frequently

10. To what extent do you create opportunities for students to engage in collaborative conversations in your classroom?

We are defining collaborative conversations as purposeful and sustained dialogue that is 1) between students, 2) focused on the topic/content, and 3) builds upon the ideas and remarks of others in the group.

Not at all/never

A little bit/rarely

Sometimes/occasionally

A lot/frequently

11. What is your readiness level for learning more tools and strategies for facilitating collaborative student conversations?

Absolutely ready

Ready

Neutral

Slightly ready

12. To what extent do you discuss listening strategies with your students?

Not at all/never

A little bit/rarely

Sometimes/occasionally

A lot/frequently

13. What is your readiness level for learning more tools and strategies for teaching active listening?

Absolutely ready

Ready

Neutral

Slightly ready

14. What is your readiness level for learning more tools and strategies for teaching close reading?

Absolutely ready

Ready

Neutral

Slightly ready

15. Are there other topics that would support you in integrating the CCSS Literacy Standards that we have not included?

Please enter your site name:

What subject do you teach?

What grade level(s) do you teach? (Select all that apply)

6

7

8

Other