Appendix K2 Appendix K2 NAEP Teachers Questionnaires

NATIONAL CENTER FOR EDUCATION STATISTICS
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
National Assessment of Educational Progress (NAEP) 2019
and 2020
Long-Term Trend (LTT) 2020 Update
Appendix K2
NAEP 2019 Teacher Questionnaires
OMB# 1850-0928 v.15

October 2018
No changes since v.11

Appendix F provides the library of possible items to be used in the NAEP 2019 and 2020
questionnaires. This appendix (Appendix K2) includes the final version of the NAEP 2019 Teacher
questionnaires, as well as a summary of any minor, non-substantive, wording changes made as a
result of pilot and cognitive interview results and final reviews.
The confidentiality citation has been updated in September 2018 and is consistent with that
provided in Part A.

Abbreviation Key
CAFS: Computer Access and Familiarity
NIES: National Indian Education Study
The items presented in this appendix are those to be used in the digitally based questionnaires. Some of the
questionnaires will also be administered in paper based format. Adaptations to the item-level directions may
be made, as appropriate (for example, “select one answer choice on each row” in DBA would become “fill
in one oval on each line” in PBA).

Contents
Teacher Questionnaires
Teacher Questionnaire Login Screens

5

Appendix K-2a: Summary of Changes Operational Grade 4 Core

6

Appendix K-2b: Operational Grade 4 Core

18

Appendix K-2c: Summary of Changes Pilot Grade 4 Core

29

Appendix K-2d: Pilot Grade 4 Core

39

Appendix K-2e: Summary of Changes Operational Grade 8 Core

50

Appendix K-2f: Operational Grade 8 Core

60

Appendix K-2g: Summary of Changes Pilot Grade 8 Core

72

Appendix K-2h: Pilot Grade 8 Core

82

Appendix K-2i: Summary of Changes Operational Grade 4 Reading

94

Appendix K-2j: Operational Grade 4 Reading

100

Appendix K-2k: Summary of Changes Pilot Grade 4 Reading

108

Appendix K-2l: Pilot Grade 4 Reading

114

Appendix K-2m: Summary of Changes Operational Grade 8 Reading

124

Appendix K-2n: Operational Grade 8 Reading

130

Appendix K-2o: Summary of Changes Pilot Grade 8 Reading

138

Appendix K-2p: Pilot Grade 8 Reading

145

Appendix K-2q: Summary of Changes Operational Grade 4 Mathematics
155
Appendix K-2r: Operational Grade 4 Mathematics

164

Appendix K-2s: Summary of Changes Pilot Grade 4 Mathematics

173

Appendix K-2t: Pilot Grade 4 Mathematics

183

Appendix K-2u: Summary of Changes Operational Grade 8 Mathematics
192
Appendix K-2v: Operational Grade 8 Mathematics

204

Appendix K-2w: Summary of Changes Pilot Grade 8 Mathematics

214

Appendix K-2x: Pilot Grade 8 Mathematics

226

Appendix K-2y: Summary of Changes Operational Grade 4 Science

237

Appendix K-2z: Operational Grade 4 Science

246

Appendix K-2aa: Summary of Changes Operational Grade 8 Science

254

Appendix K-2ab: Operational Grade 8 Science

264

Appendix K-2ac: Summary of Changes Operational Grade 4 NIES

272

Appendix K-2ad: Operational Grade 4 NIES

284

Appendix K-2ae: Summary of Changes Operational Grade 8 NIES

298

Appendix K-2af: Operational Grade 8 NIES

310

Appendix K-2ag: Summary of Changes Operational Grade 4 & 8 CAFS
326
Appendix K-2ah: Operational Grade 4 & 8 CAFS

330

Appendix K-2ai: Summary of Changes Operational Grade 4, 8, &12 Giving
Back

333

Appendix K-2aj: Operational Grade 4, 8, & 12 Giving Back

335

Teacher Questionnaire Login Screens:

5

Appendix K-2a: Summary of Changes Operational Grade 4 Core

6

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

NC

N/A

N/A

Issue: Gender

Issue: Race/Ethnicity

Issue: Race/Ethnicity

Issue: Teacher Preparation

7

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

D

Due to a lack
of a clear
relationship
to
achievement
and low
response
variability,
this item was
dropped.

N/A

Issue: Teacher Preparation

Issue: Teacher Preparation

Issue: Teacher Preparation
N/A

8

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
N/A

Rationale

R

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

N/A

Issue: Teacher Preparation

Issue: Teacher Preparation

9

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

2019 item

Issue: Teacher Preparation

D/A/
R/NC+
NC

Rationale
Please note
skip pattern
directions
have been
removed
given the
transition
from PPT to
DBA.

10

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

Issue: Teacher Preparation
N/A

D/A/
R/NC+
R

Rationale

D

Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

11

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale
N/A

Issue: Teacher Preparation

12

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

Issue: Technology Use
N/A

D

N/A

D

Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.
Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.

Issue: Technology Use

(2018 Grade 4)

(2018 Grade 4)

N/A

13

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

2019 item

Issue: Technology Use

D/A/
R/NC+
R

Rationale
The “Other
(Please
specify)”
response
option was
removed. This
response
option is only
used in pilot
administratio
ns.

14

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: Technology Use

Issue: Technology Use

Issue: Technology Use

15

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: School Climate

Issue: School Climate

16

2019 Operational Grade 4 Core Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: School Climate

Issue: Desire for Learning

17

Appendix K-2b: Operational Grade 4 Core

18

VH712259

1. What is your sex?
A Male
B Female

VH240385

2. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

VH240386

3. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacific Islander

19

VH240195

4. Excluding student teaching, how many years have you worked as an elementary or
secondary teacher, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH547397

5. Have you been awarded tenure by the school, district, or diocese where you
currently teach?
A Yes
B No
C My school, district, or diocese does not award tenure.

VH240197

6. Do you hold a regular or standard certificate that is valid in the state in which you
are currently teaching?
A Yes, I hold a permanent certificate.
B Yes, I hold a temporary certificate. (This type of certificate may require additional coursework,
student teaching, etc.)
C No, but I am currently working toward certification.
D No, and I am not planning to obtain certification.

20

VH240198

7. Did you enter teaching through an alternative route to certification program?
(An alternative route to certification program is a program that was designed to
expedite the transition of non-teachers to a teaching career, for example, a state,
district, or university alternative route to certification program.)
A Yes
B No

VH240200

8. What is the highest academic degree you hold?

A High school diploma
B Associate’s degree/vocational certification
C Bachelor’s degree
D Master’s degree
E Education specialist’s or professional diploma based on at least one year’s work past master’s
degree
F Doctorate
G Professional degree (e.g., M.D., LL.B., J.D., D.D.S.)

21

VH241753

9. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your undergraduate coursework? Select one circle in each row.

a. Biology or other life science
b. Physics, chemistry, or other
physical science
c. Earth or space science
d. Mathematics or mathematics
education
e. Science education
f. Engineering or engineering
education
g. Reading, language arts, or literacy
education
h. English
i. Other language arts-related
subject
j. Mathematics education
k. Mathematics
l. Other mathematics-related
subject such as statistics
m. Education (including elementary
or early childhood)
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241768

A

B

C

VH241769

A

B

C

VH241770

A

B

C

VH241771

A

B

C

VH241772

A

B

C

VH241780

A

B

C

VH241758

A

B

C

VH241754

A

B

C

VH241784

A

B

C

VH241760

A

B

C

VH241761

A

B

C

VH241776

A

B

C

VH241762

A

B

C

VH241781

A

B

C

VH241782

VH240204

10. Since completing your undergraduate degree, have you taken any graduate courses?

A Yes
B No

22

VH241785

11. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your graduate coursework? Select one circle in each row.

a. Biology or other life science
b. Physics, chemistry, or other
physical science
c. Earth or space science
d. Mathematics or mathematics
education
e. Science education
f. Engineering or engineering
education
g. Reading, language arts, or literacy
education
h. English
i. Other language arts-related
subject
j. Mathematics education
k. Mathematics
l. Other mathematics-related
subject such as statistics
m. Education (including elementary
or early childhood)
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241798

A

B

C

VH241799

A

B

C

VH241800

A

B

C

VH241801

A

B

C

VH241802

A

B

C

VH241806

A

B

C

VH241791

A

B

C

VH241789

A

B

C

VH241810

A

B

C

VH241792

A

B

C

VH241793

A

B

C

VH241794

A

B

C

VH241795

A

B

C

VH241807

A

B

C

VH241808

VH294995

12. In this school year, did your school offer training for teachers on how to use
computers or other digital devices?
A Yes, to all teachers
B Yes, to some teachers
C No

23

VH295076

13. In this school year, have you participated in training on computers or other digital
devices through your school?
A No
B Once
C Twice
D Several times

VH241893

14. During the last two years, have you received training from any source in any of the
following areas? Select one circle in each row.

a.
b.
c.
d.

Basic computer training
Software applications
Use of the Internet
Use of other technology—for
example, satellite access, wireless
Web, interactive video,
closed-circuit television,
videoconferencing
e. Integration of computers and
other technology into classroom
instruction

No, I am already
proficient.

No, I have not.

Yes

A

B

C

VH241894

A

B

C

VH241895

A

B

C

VH241898

A

B

C

VH241897

A

B

C

VH241896

VH860597

15. In this school year, which of the following types of computers or other digital
devices are available in your school for student use? Select all squares that apply.

A Desktop computers
B Laptop computers (including Chromebooks)
C Tablets (for example, Surface Pro, iPad, Kindle Fire)

24

VH592052

16. How well do the desktop computers in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592059

17. How well do the laptop computers (including Chromebooks) in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592063

18. How well do the tablets (for example, Surface Pro, iPad, Kindle Fire) in your school
work?
A All tablets are functional and operate quickly.
B All tablets are functional, but some run more slowly than others.
C All tablets are functional, but all or almost all run slowly.
D Some of the tablets do not operate and cannot be used.
E I don’t know.

25

VH304679

19. How often do you do the following in this school? Select one circle in each row.

a. Teach jointly as a
team in the same class
b. Observe other
teachers’ classes and
provide feedback
c. Engage in discussions
about the learning
development of
specific students
d. Work with other
teachers in my school
to ensure common
standards in
evaluations for
assessing student
progress

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH304693

A

B

C

D

E

VH304698

A

B

C

D

E

VH304736

A

B

C

D

E

VH304740

26

VH262652

20. In your school, how severe is each problem? Select one circle in each row.
Not a problem

Minor
problem

Moderate
problem

Serious
problem

A

B

C

D

VH262653

A

B

C

D

VH262654

A

B

C

D

VH262655

A

B

C

D

VH262656

A

B

C

D

VH262657

a. The school building needs
significant repair.
b. Classrooms are
overcrowded.
c. Teachers have too many
teaching hours.
d. Teachers do not have
adequate workspace (e.g.,
for preparation,
collaboration, or meeting
with students).
e. Teachers do not have
adequate instructional
materials and supplies.

VH305005

21. How much does each of the following statements apply to you as a teacher? Select one
circle in each row.

a. I am satisfied with
being a teacher at this
school.
b. My work inspires me.
c. I am frustrated as a
teacher at my school.
d. I am supported by the
teachers at my school.

Not at all
like me

A little bit
like me

Somewhat
like me

Quite a bit
like me

Exactly like
me

A

B

C

D

E

VH305016

A

B

C

D

E

VH305024

A

B

C

D

E

VH305032

A

B

C

D

E

VH305033

27

VH329966

22. Whether a student does well or poorly in school may depend on a lot of different
things. You may feel that some of these things are easier for your students to change
than others. In school, how possible is it for your students to change each of the
following? Select one circle in each row.

a. Being intelligent
b. Putting forth a lot of
effort
c. Behaving well in class

Not at all
possible to
change

A little
possible to
change

Somewhat
possible to
change

Quite
possible to
change

Completely
possible to
change

A

B

C

D

E

VH329967

A

B

C

D

E

VH329968

A

B

C

D

E

VH329970

28

Appendix K-2c: Summary of Changes Pilot Grade 4 Core

29

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

R

This item was
revised to
include
“diocese” as a
source of
tenure.

N/A

Issue: Race/Ethnicity

Issue: Race/Ethnicity

Issue: Teacher Preparation

Issue: Teacher Preparation

30

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.
Response
options e, f,
and g were
revised and
an openended
response
option has
been added.

Issue: Teacher Preparation

Issue: Teacher Preparation
N/A

(2017 Grade 4)
R

(2017 Grade 4)

N/A

Issue: Teacher Preparation

31

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

Issue: Teacher Preparation

Issue: Teacher Preparation

32

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

2019 item

Rationale

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

Issue: Teacher Preparation
N/A

(2017 Grade 4)

D/A/
R/NC+
R

33

2019 Pilot Grade 4 Core Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

(2017 Grade 4)

R

(2017 Grade 4)

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.
Example
content was
added to subitems a and b,
and the
example
content for
sub-item d
was updated.

Issue: Teacher Preparation
NC

(2017 Grade 4)

Rationale

N/A

Issue: Teacher Preparation

34

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

Issue: Technology Use
N/A

D/A/
R/NC+
NC

Rationale

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.

N/A

35

2019 Pilot Grade 4 Core Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

NC

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.
N/A

NC

N/A

NC

N/A

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

Rationale

Issue: Technology Use

Issue: Technology Use

Issue: Technology Use
36

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: Technology Use

Issue: School Climate

Issue: School Climate

37

2019 Pilot Grade 4 Core Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

A

This item was
added to
provide
additional
contextual
information.

N/A

Issue: School Climate

Issue: Desire for Learning

N/A

Issue: Gender

38

Appendix K-2d: Pilot Grade 4 Core

39

VH712259

1. What is your sex?
A Male
B Female

VH240385

2. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

VH240386

3. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacific Islander

40

VH240195

4. Excluding student teaching, how many years have you worked as an elementary or
secondary teacher, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH547397

5. Have you been awarded tenure by the school, district, or diocese where you
currently teach?
A Yes
B No
C My school, district, or diocese does not award tenure.

VH240197

6. Do you hold a regular or standard certificate that is valid in the state in which you
are currently teaching?
A Yes, I hold a permanent certificate.
B Yes, I hold a temporary certificate. (This type of certificate may require additional coursework,
student teaching, etc.)
C No, but I am currently working toward certification.
D No, and I am not planning to obtain certification.

41

VH240198

7. Did you enter teaching through an alternative route to certification program?
(An alternative route to certification program is a program that was designed to
expedite the transition of non-teachers to a teaching career, for example, a state,
district, or university alternative route to certification program.)
A Yes
B No

VH852913

8. What is the highest academic degree you hold?
A High school diploma
B Associate’s degree/vocational certification
C Bachelor’s degree
D Master’s degree
E Education specialist degree
F Doctor of Education degree (i.e., Ed.D.)
G Other doctoral degree (e.g., Ph.D, D.F.A., D.Sc)
H Other academic degree (Please specify):

42

VH241753

9. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your undergraduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Education (including elementary
or early childhood)
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241758

A

B

C

VH241754

A

B

C

VH241784

A

B

C

VH241760

A

B

C

VH241761

A

B

C

VH241776

A

B

C

VH241768

A

B

C

VH241769

A

B

C

VH241770

A

B

C

VH241771

A

B

C

VH241772

A

B

C

VH241780

A

B

C

VH241762

A

B

C

VH241781

A

B

C

VH241782

VH240204

10. Since completing your undergraduate degree, have you taken any graduate courses?

A Yes
B No

43

VH241785

11. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your graduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Education (including elementary
or early childhood)
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241791

A

B

C

VH241789

A

B

C

VH241810

A

B

C

VH241792

A

B

C

VH241793

A

B

C

VH241794

A

B

C

VH241798

A

B

C

VH241799

A

B

C

VH241800

A

B

C

VH241801

A

B

C

VH241802

A

B

C

VH241806

A

B

C

VH241795

A

B

C

VH241807

A

B

C

VH241808

VH294995

12. In this school year, did your school offer training for teachers on how to use
computers or other digital devices?
A Yes, to all teachers
B Yes, to some teachers
C No

44

VH295076

13. In this school year, have you participated in training on computers or other digital
devices through your school?
A No
B Once
C Twice
D Several times

VH852919

14. During the last two school years, have you received training from any source in any
of the following areas? Select one circle in each row.
No, I have not
No, I have not
received training
needed training in from any source
this area.
in this area.
a. Basic computer training (e.g.,
moving files, creating folders, or
using keyboard/mouse)
b. Software applications (e.g., Excel,
Adobe Acrobat, or Google Docs)
c. Use of the Internet
d. Use of other digital devices (e.g.,
scanners, mobile devices,
Chromebooks, interactive panels)
e. Integration of computers and
other digital devices into
classroom instruction

Yes

A

B

C

VH852920

A

B

C

VH852921

A

B

C

VH852924

A

B

C

VH852923

A

B

C

VH852922

45

VH592056

15. In this school year, which of the following types of computers or other digital
devices are available in your school for student use? Select all squares that apply.

A Desktop computers
B Laptop computers (including Chromebooks)
C Tablets (for example, Surface Pro, iPad, Kindle Fire)
D Other digital devices (Please specify):

VH592052

16. How well do the desktop computers in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592059

17. How well do the laptop computers (including Chromebooks) in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

46

VH592063

18. How well do the tablets (for example, Surface Pro, iPad, Kindle Fire) in your school
work?
A All tablets are functional and operate quickly.
B All tablets are functional, but some run more slowly than others.
C All tablets are functional, but all or almost all run slowly.
D Some of the tablets do not operate and cannot be used.
E I don’t know.

VH304679

19. How often do you do the following in this school? Select one circle in each row.

a. Teach jointly as a
team in the same class
b. Observe other
teachers’ classes and
provide feedback
c. Engage in discussions
about the learning
development of
specific students
d. Work with other
teachers in my school
to ensure common
standards in
evaluations for
assessing student
progress

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH304693

A

B

C

D

E

VH304698

A

B

C

D

E

VH304736

A

B

C

D

E

VH304740

47

VH262652

20. In your school, how severe is each problem? Select one circle in each row.
Not a problem

Minor
problem

Moderate
problem

Serious
problem

A

B

C

D

VH262653

A

B

C

D

VH262654

A

B

C

D

VH262655

A

B

C

D

VH262656

A

B

C

D

VH262657

a. The school building needs
significant repair.
b. Classrooms are
overcrowded.
c. Teachers have too many
teaching hours.
d. Teachers do not have
adequate workspace (e.g.,
for preparation,
collaboration, or meeting
with students).
e. Teachers do not have
adequate instructional
materials and supplies.

VH305005

21. How much does each of the following statements apply to you as a teacher? Select one
circle in each row.

a. I am satisfied with
being a teacher at this
school.
b. My work inspires me.
c. I am frustrated as a
teacher at my school.
d. I am supported by the
teachers at my school.

Not at all
like me

A little bit
like me

Somewhat
like me

Quite a bit
like me

Exactly like
me

A

B

C

D

E

VH305016

A

B

C

D

E

VH305024

A

B

C

D

E

VH305032

A

B

C

D

E

VH305033

48

VH329966

22. Whether a student does well or poorly in school may depend on a lot of different
things. You may feel that some of these things are easier for your students to change
than others. In school, how possible is it for your students to change each of the
following? Select one circle in each row.

a. Being intelligent
b. Putting forth a lot of
effort
c. Behaving well in class

Not at all
possible to
change

A little
possible to
change

Somewhat
possible to
change

Quite
possible to
change

Completely
possible to
change

A

B

C

D

E

VH329967

A

B

C

D

E

VH329968

A

B

C

D

E

VH329970

49

Appendix K-2e: Summary of Changes Operational Grade 8 Core

50

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

NC

N/A

N/A

Issue: Gender

Issue: Race/Ethnicity

Issue: Race/Ethnicity

Issue: Teacher Preparation

51

Grade 8 Core Teacher
Previous item

2019 item

N/A

D/A/
R/NC+
A

Rationale

A

This item has
been added
to collect
subjectspecific
teacher
training
information.

NC

N/A

NC

N/A

This item has
been added
to collect
subjectspecific
teacher
training
information.

Issue: Teacher Preparation
N/A

Issue: Teacher Preparation

(2018 Grade 8)

(2018 Grade 8)

Issue: Teacher Preparation

Issue: Teacher Preparation

52

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

D

Due to a lack
of a clear
relationship
to
achievement
and low
response
variability,
this item was
dropped.

N/A

Issue: Teacher Preparation

Issue: Teacher Preparation
N/A

53

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

R

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

NC

N/A

N/A

Issue: Teacher Preparation

Issue: Teacher Preparation

Issue: Teacher Preparation
54

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

2019 item

Issue: Teacher Preparation
N/A

D/A/
R/NC+
R

Rationale

D

Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

55

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

D

Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.

N/A

Issue: Teacher Preparation

Issue: Technology Use

Issue: Technology Use
N/A

56

Grade 8 Core Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

R

Due to a lack
of a clear
relationship
to
achievement
and to keep
teacher
burden low,
this item was
dropped.
The “Other
(Please
specify)”
response
option was
removed. This
response
option is only
used in pilot
administratio
ns.

NC

N/A

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

Rationale

Issue: Technology Use

Issue: Technology Use

57

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: Technology Use

Issue: Technology Use

Issue: School Climate

58

Grade 8 Core Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: School Climate

Issue: School Climate

Issue: Desire for Learning

59

Appendix K-2f: Operational Grade 8 Core

60

VH712259

1. What is your sex?
A Male
B Female

VH240385

2. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

VH240386

3. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacific Islander

61

VH240195

4. Excluding student teaching, how many years have you worked as an elementary or
secondary teacher, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH240202

5. Excluding student teaching, how many years have you taught reading, writing, or
language arts in grades 6 through 12, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH240201

6. Excluding student teaching, how many years have you taught mathematics in
grades 6 through 12, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

62

VH240203

7. Excluding student teaching, how many years have you taught science in grades 6
through 12, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH547397

8. Have you been awarded tenure by the school, district, or diocese where you
currently teach?
A Yes
B No
C My school, district, or diocese does not award tenure.

VH240197

9. Do you hold a regular or standard certificate that is valid in the state in which you
are currently teaching?
A Yes, I hold a permanent certificate.
B Yes, I hold a temporary certificate. (This type of certificate may require additional coursework,
student teaching, etc.)
C No, but I am currently working toward certification.
D No, and I am not planning to obtain certification.

63

VH240198

10. Did you enter teaching through an alternative route to certification program?
(An alternative route to certification program is a program that was designed to
expedite the transition of non-teachers to a teaching career, for example, a state,
district, or university alternative route to certification program.)
A Yes
B No

VH240200

11. What is the highest academic degree you hold?

A High school diploma
B Associate’s degree/vocational certification
C Bachelor’s degree
D Master’s degree
E Education specialist’s or professional diploma based on at least one year’s work past master’s
degree
F Doctorate
G Professional degree (e.g., M.D., LL.B., J.D., D.D.S.)

64

VH241753

12. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your undergraduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Elementary or secondary
education
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241758

A

B

C

VH241754

A

B

C

VH241784

A

B

C

VH241760

A

B

C

VH241761

A

B

C

VH241776

A

B

C

VH241768

A

B

C

VH241769

A

B

C

VH241770

A

B

C

VH241771

A

B

C

VH241772

A

B

C

VH241780

A

B

C

VH241767

A

B

C

VH241781

A

B

C

VH241782

VH240204

13. Since completing your undergraduate degree, have you taken any graduate courses?

A Yes
B No

65

VH241785

14. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your graduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Elementary or secondary
education
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241791

A

B

C

VH241789

A

B

C

VH241810

A

B

C

VH241792

A

B

C

VH241793

A

B

C

VH241794

A

B

C

VH241798

A

B

C

VH241799

A

B

C

VH241800

A

B

C

VH241801

A

B

C

VH241802

A

B

C

VH241806

A

B

C

VH241797

A

B

C

VH241807

A

B

C

VH241808

VH294995

15. In this school year, did your school offer training for teachers on how to use
computers or other digital devices?
A Yes, to all teachers
B Yes, to some teachers
C No

66

VH295076

16. In this school year, have you participated in training on computers or other digital
devices through your school?
A No
B Once
C Twice
D Several times

VH241893

17. During the last two years, have you received training from any source in any of the
following areas? Select one circle in each row.

a.
b.
c.
d.

Basic computer training
Software applications
Use of the Internet
Use of other technology—for
example, satellite access, wireless
Web, interactive video,
closed-circuit television,
videoconferencing
e. Integration of computers and
other technology into classroom
instruction

No, I am already
proficient.

No, I have not.

Yes

A

B

C

VH241894

A

B

C

VH241895

A

B

C

VH241898

A

B

C

VH241897

A

B

C

VH241896

VH860597

18. In this school year, which of the following types of computers or other digital
devices are available in your school for student use? Select all squares that apply.

A Desktop computers
B Laptop computers (including Chromebooks)
C Tablets (for example, Surface Pro, iPad, Kindle Fire)

67

VH592052

19. How well do the desktop computers in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592059

20. How well do the laptop computers (including Chromebooks) in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592063

21. How well do the tablets (for example, Surface Pro, iPad, Kindle Fire) in your school
work?
A All tablets are functional and operate quickly.
B All tablets are functional, but some run more slowly than others.
C All tablets are functional, but all or almost all run slowly.
D Some of the tablets do not operate and cannot be used.
E I don’t know.

68

VH304679

22. How often do you do the following in this school? Select one circle in each row.

a. Teach jointly as a
team in the same class
b. Observe other
teachers’ classes and
provide feedback
c. Engage in discussions
about the learning
development of
specific students
d. Work with other
teachers in my school
to ensure common
standards in
evaluations for
assessing student
progress

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH304693

A

B

C

D

E

VH304698

A

B

C

D

E

VH304736

A

B

C

D

E

VH304740

69

VH262652

23. In your school, how severe is each problem? Select one circle in each row.
Not a problem

Minor
problem

Moderate
problem

Serious
problem

A

B

C

D

VH262653

A

B

C

D

VH262654

A

B

C

D

VH262655

A

B

C

D

VH262656

A

B

C

D

VH262657

a. The school building needs
significant repair.
b. Classrooms are
overcrowded.
c. Teachers have too many
teaching hours.
d. Teachers do not have
adequate workspace (e.g.,
for preparation,
collaboration, or meeting
with students).
e. Teachers do not have
adequate instructional
materials and supplies.

VH305005

24. How much does each of the following statements apply to you as a teacher? Select one
circle in each row.

a. I am satisfied with
being a teacher at this
school.
b. My work inspires me.
c. I am frustrated as a
teacher at my school.
d. I am supported by the
teachers at my school.

Not at all
like me

A little bit
like me

Somewhat
like me

Quite a bit
like me

Exactly like
me

A

B

C

D

E

VH305016

A

B

C

D

E

VH305024

A

B

C

D

E

VH305032

A

B

C

D

E

VH305033

70

VH329966

25. Whether a student does well or poorly in school may depend on a lot of different
things. You may feel that some of these things are easier for your students to change
than others. In school, how possible is it for your students to change each of the
following? Select one circle in each row.

a. Being intelligent
b. Putting forth a lot of
effort
c. Behaving well in class

Not at all
possible to
change

A little
possible to
change

Somewhat
possible to
change

Quite
possible to
change

Completely
possible to
change

A

B

C

D

E

VH329967

A

B

C

D

E

VH329968

A

B

C

D

E

VH329970

71

Appendix K-2g: Summary of Changes Pilot Grade 8 Core

72

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

NC

N/A

N/A

Issue: Race/Ethnicity

Issue: Race/Ethnicity

Issue: Teacher Preparation

Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

73

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

NC

N/A

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.

Issue: Teacher Preparation

This item was
revised to
include
“diocese” as a
source of
tenure.

Issue: Teacher Preparation

Issue: Teacher Preparation
N/A

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

74

2019 Pilot Grade 8 Core Teacher
Previous item

2019 item

D/A/
R/NC+
R

Rationale

R

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

NC

N/A

(2017 Grade 8)

Response
options e, f,
and g were
revised and
an openended
response
option has
been added.

Issue: Teacher Preparation

(2017 Grade 8)

(2017 Grade 8)

Issue: Teacher Preparation

Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

75

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

2019 item

Issue: Teacher Preparation
N/A

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

D/A/
R/NC+
R

Rationale

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.

This item is
customized
by subject
and has been
expanded
from reading
and math to
also include
sub-items for
science.

76

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

NC

N/A

D

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.

Example
content was
added to subitems a and b,
and the
example
content for
sub-item d
was updated.

Issue: Teacher Preparation

Issue: Teacher Preparation

Issue: Technology Use
N/A

(2017 Grade 8)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

77

2019 Pilot Grade 8 Core Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

NC

To create
room in the
questionnaire
for new
development
and keep
school
administrator
burden low,
this item was
dropped.
N/A

NC

N/A

NC

N/A

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

Rationale

Issue: Technology Use

Issue: Technology Use

Issue: Technology Use

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

78

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: Technology Use

(2017 Grade 8)
Issue: School Climate

(2017 Grade 8)

Issue: School Climate

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

79

2019 Pilot Grade 8 Core Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

A

This item was
added to
provide
additional
contextual
information.
This trend
item is
included in
the
questionnaire
because the
mathematics
is being
assessed in
this

N/A

Issue: School Climate

Issue: Desire for Learning

N/A

Issue: Gender
N/A

A

Issue: Teacher Preparation
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

80

administratio
n.

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

81

Appendix K-2h: Pilot Grade 8 Core

82

VH712259

1. What is your sex?
A Male
B Female

VH240385

2. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

VH240386

3. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacific Islander

83

VH240195

4. Excluding student teaching, how many years have you worked as an elementary or
secondary teacher, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH240202

5. Excluding student teaching, how many years have you taught reading, writing, or
language arts in grades 6 through 12, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

VH240201

6. Excluding student teaching, how many years have you taught mathematics in
grades 6 through 12, counting this year?
A Less than 1 year
B 1–2 years
C 3–5 years
D 6–10 years
E 11–20 years
F 21 or more years

84

VH547397

7. Have you been awarded tenure by the school, district, or diocese where you
currently teach?
A Yes
B No
C My school, district, or diocese does not award tenure.

VH240197

8. Do you hold a regular or standard certificate that is valid in the state in which you
are currently teaching?
A Yes, I hold a permanent certificate.
B Yes, I hold a temporary certificate. (This type of certificate may require additional coursework,
student teaching, etc.)
C No, but I am currently working toward certification.
D No, and I am not planning to obtain certification.

VH240198

9. Did you enter teaching through an alternative route to certification program?
(An alternative route to certification program is a program that was designed to
expedite the transition of non-teachers to a teaching career, for example, a state,
district, or university alternative route to certification program.)
A Yes
B No

85

VH852913

10. What is the highest academic degree you hold?
A High school diploma
B Associate’s degree/vocational certification
C Bachelor’s degree
D Master’s degree
E Education specialist degree
F Doctor of Education degree (i.e., Ed.D.)
G Other doctoral degree (e.g., Ph.D, D.F.A., D.Sc)
H Other academic degree (Please specify):

86

VH241753

11. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your undergraduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Elementary or secondary
education
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241758

A

B

C

VH241754

A

B

C

VH241784

A

B

C

VH241760

A

B

C

VH241761

A

B

C

VH241776

A

B

C

VH241768

A

B

C

VH241769

A

B

C

VH241770

A

B

C

VH241771

A

B

C

VH241772

A

B

C

VH241780

A

B

C

VH241767

A

B

C

VH241781

A

B

C

VH241782

VH240204

12. Since completing your undergraduate degree, have you taken any graduate courses?

A Yes
B No

87

VH241785

13. Did you have a major, minor, or special emphasis in any of the following subjects as
part of your graduate coursework? Select one circle in each row.

a. Reading, language arts, or literacy
education
b. English
c. Other language arts-related
subject
d. Mathematics education
e. Mathematics
f. Other mathematics-related
subject such as statistics
g. Biology or other life science
h. Physics, chemistry, or other
physical science
i. Earth or space science
j. Mathematics or mathematics
education
k. Science education
l. Engineering or engineering
education
m. Elementary or secondary
education
n. Special education (including
students with disabilities)
o. English language learning

Yes, a major

Yes, a minor or
special emphasis

No

A

B

C

VH241791

A

B

C

VH241789

A

B

C

VH241810

A

B

C

VH241792

A

B

C

VH241793

A

B

C

VH241794

A

B

C

VH241798

A

B

C

VH241799

A

B

C

VH241800

A

B

C

VH241801

A

B

C

VH241802

A

B

C

VH241806

A

B

C

VH241797

A

B

C

VH241807

A

B

C

VH241808

VH294995

14. In this school year, did your school offer training for teachers on how to use
computers or other digital devices?
A Yes, to all teachers
B Yes, to some teachers
C No

88

VH295076

15. In this school year, have you participated in training on computers or other digital
devices through your school?
A No
B Once
C Twice
D Several times

VH852919

16. During the last two school years, have you received training from any source in any
of the following areas? Select one circle in each row.
No, I have not
No, I have not
received training
needed training in from any source
this area.
in this area.
a. Basic computer training (e.g.,
moving files, creating folders, or
using keyboard/mouse)
b. Software applications (e.g., Excel,
Adobe Acrobat, or Google Docs)
c. Use of the Internet
d. Use of other digital devices (e.g.,
scanners, mobile devices,
Chromebooks, interactive panels)
e. Integration of computers and
other digital devices into
classroom instruction

Yes

A

B

C

VH852920

A

B

C

VH852921

A

B

C

VH852924

A

B

C

VH852923

A

B

C

VH852922

89

VH592056

17. In this school year, which of the following types of computers or other digital
devices are available in your school for student use? Select all squares that apply.

A Desktop computers
B Laptop computers (including Chromebooks)
C Tablets (for example, Surface Pro, iPad, Kindle Fire)
D Other digital devices (Please specify):

VH592052

18. How well do the desktop computers in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

VH592059

19. How well do the laptop computers (including Chromebooks) in your school work?
A All computers are functional and operate quickly.
B All computers are functional, but some run more slowly than others.
C All computers are functional, but all or almost all run slowly.
D Some of the computers do not operate and cannot be used.
E I don’t know.

90

VH592063

20. How well do the tablets (for example, Surface Pro, iPad, Kindle Fire) in your school
work?
A All tablets are functional and operate quickly.
B All tablets are functional, but some run more slowly than others.
C All tablets are functional, but all or almost all run slowly.
D Some of the tablets do not operate and cannot be used.
E I don’t know.

VH304679

21. How often do you do the following in this school? Select one circle in each row.

a. Teach jointly as a
team in the same class
b. Observe other
teachers’ classes and
provide feedback
c. Engage in discussions
about the learning
development of
specific students
d. Work with other
teachers in my school
to ensure common
standards in
evaluations for
assessing student
progress

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH304693

A

B

C

D

E

VH304698

A

B

C

D

E

VH304736

A

B

C

D

E

VH304740

91

VH262652

22. In your school, how severe is each problem? Select one circle in each row.
Not a problem

Minor
problem

Moderate
problem

Serious
problem

A

B

C

D

VH262653

A

B

C

D

VH262654

A

B

C

D

VH262655

A

B

C

D

VH262656

A

B

C

D

VH262657

a. The school building needs
significant repair.
b. Classrooms are
overcrowded.
c. Teachers have too many
teaching hours.
d. Teachers do not have
adequate workspace (e.g.,
for preparation,
collaboration, or meeting
with students).
e. Teachers do not have
adequate instructional
materials and supplies.

VH305005

23. How much does each of the following statements apply to you as a teacher? Select one
circle in each row.

a. I am satisfied with
being a teacher at this
school.
b. My work inspires me.
c. I am frustrated as a
teacher at my school.
d. I am supported by the
teachers at my school.

Not at all
like me

A little bit
like me

Somewhat
like me

Quite a bit
like me

Exactly like
me

A

B

C

D

E

VH305016

A

B

C

D

E

VH305024

A

B

C

D

E

VH305032

A

B

C

D

E

VH305033

92

VH329966

24. Whether a student does well or poorly in school may depend on a lot of different
things. You may feel that some of these things are easier for your students to change
than others. In school, how possible is it for your students to change each of the
following? Select one circle in each row.

a. Being intelligent
b. Putting forth a lot of
effort
c. Behaving well in class

Not at all
possible to
change

A little
possible to
change

Somewhat
possible to
change

Quite
possible to
change

Completely
possible to
change

A

B

C

D

E

VH329967

A

B

C

D

E

VH329968

A

B

C

D

E

VH329970

93

Appendix K-2i: Summary of Changes Operational Grade 4 Reading

94

2019 Operational Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

Please note
inline
directions are
different
given
transition
from PBA to
DBA.
N/A

NC

N/A

R

Sub-items
were dropped
to reduce
teacher
burden and
create
opportunity
for new
development.

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

Issue: Organization of Instruction

95

2019 Operational Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

A sub-item
was dropped
to reduce
teacher
burden and
create
opportunity
for new
development.

Issue: Organization of Instruction

Issue: Organization of Instruction

96

2019 Operational Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale
Sub-items
were revised
and added to
align with
grade 8
development.

Issue: Organization of Instruction

97

2019 Operational Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

R

The phrase
“use a
computer or
digital device
to” was
removed to
align with
grade 8
development.

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

98

2019 Operational Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: Teacher Preparation

Issue: Resources for Learning and Instruction

99

Appendix K-2j: Operational Grade 4 Reading

100

VH240015

1. Which best describes your role in teaching English/language arts to this class?
Language arts refers to reading, writing, literature, and related topics. Select one
circle.

A
B
C
D

I do not teach English/language arts to this class.
I teach all or most subjects, including English/language arts.
The only subject I teach is English/language arts.
We team teach, and I have primary responsibility for teaching English/language arts.

VH261160

2. How many students are in this class? Enter the number of students.

VH334214

3. In a typical week, about how much time in total do you spend with this class on
English/language arts instruction? Language arts refers to reading, writing,
literature, and related topics. Enter the hours and minutes.
hours and

minutes per week

101

VH240522

4. To what extent have you provided instruction in the following in English/language
arts class so far this year? Select one circle in each row.
Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240523

A

B

C

D

VH240526

A

B

C

D

VH240527

a. Fiction
b. Exposition
c. Argumentation and
persuasion

VH334294

5. When reading a story, article, or other passage with your students, how often do you
ask your students to do the following? Select one circle in each row.

a. Summarize the
passage
b. Interpret the meaning
of the passage
c. Question the motives
or feelings of the
characters
d. Identify the themes of
the passage
e. Analyze two or more
texts on the same
topic

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH334295

A

B

C

D

E

VH334296

A

B

C

D

E

VH334299

A

B

C

D

E

VH335901

A

B

C

D

E

VH334297

102

VH261255

6. This school year, to what extent have you emphasized the following cognitive
processes when teaching informational and literary texts in class? Select one circle in
each row.

a. Locate and recall (e.g.,
identify main ideas or
focus on specific
elements of a story)
b. Integrate and interpret
(e.g., make
comparisons, explain
character motivation,
or examine relations of
ideas across the text)
c. Critique and evaluate
(e.g., evaluate text
critically from many
perspectives or
evaluate overall text
quality)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH261256

A

B

C

D

E

VH261257

A

B

C

D

E

VH261258

103

VH334360

7. When you teach English/language arts, how often do you use the following
strategies? Select one circle in each row.

a. I teach reading as a
whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with different
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.
f. I use differentiated
instruction for reading
(i.e., instruction
tailored to student
ability and learning
style).
g. I ask students to work
independently on an
assignment or task.
h. I ask students to work
independently on a
task they choose
themselves.
i. Other strategies
(Please specify):

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH334361

A

B

C

D

E

VH334362

A

B

C

D

E

VH548665

A

B

C

D

E

VH334363

A

B

C

D

E

VH334368

A

B

C

D

E

VH562894

A

B

C

D

E

VH548666

A

B

C

D

E

VH548667

A

B

C

D

E

VH562900

104

VH334484

8. When you teach English/language arts to your students, how do you use each of the
following resources? Select one circle in each row.

a. Hardback textbooks, workbooks,
or worksheets
b. Electronic textbooks
c. A variety of children’s books (e.g.,
novels, collections of stories,
nonfiction)
d. Materials from different
curricular areas
e. Children’s newspapers and/or
magazines
f. Reading-related websites or apps
g. Reading-related educational
games

Not used

Supplement

Basis for
instruction

A

B

C

VH334485

A

B

C

VH334486

A

B

C

VH262701

A

B

C

VH334498

A

B

C

VH262704

A

B

C

VH334495

A

B

C

VH334491

105

VH844695

9. In your fourth-grade English/language arts class this year, how often do your
students do each of the following? Select one circle in each row.

a. Build and practice
vocabulary
b. Build reading fluency
c. Build reading
comprehension
d. Practice spelling and
grammar
e. Access reading-related
websites
f. Conduct research for
reading projects

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH844696

A

B

C

D

E

VH844700

A

B

C

D

E

VH844698

A

B

C

D

E

VH844697

A

B

C

D

E

VH844701

A

B

C

D

E

VH844699

106

VH262946

10. Suppose your students did very well on their last English/language arts test. How
likely do you think each of the following explanations is in this situation? Select one
circle in each row.
Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH262948

A

B

C

D

E

VH262949

A

B

C

D

E

VH262950

A

B

C

D

E

VH262951

A

B

C

D

E

VH337286

A

B

C

D

E

VH337287

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at reading.

VH262634

11. In your view, to what extent do the following limit how you teach this class? Select
one circle in each row.

a. Students lacking
prerequisite knowledge or
skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/psychological
impairment)
c. Disruptive students
d. Uninterested students

Not applicable

Not at all

Some

A lot

A

B

C

D

VH262636

A

B

C

D

VH262637

A

B

C

D

VH262638

A

B

C

D

VH262639

107

Appendix K-2k: Summary of Changes Pilot Grade 4 Reading

108

2019 Pilot Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Issue: Resources for Learning and Instruction
NC

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

Rationale
The phrase
“using print
and digital
texts” was
added.
Please note
inline
directions are
different
given
transition
from PBA to
DBA.
N/A

Issue: Resources for Learning and Instruction
R

The phrase
“and include
in-class time
only” was
added.

R

In the stem,
the phrase
“types of
text” was
added. Subitems were
removed; the
parenthetical
was added to
sub-item “b”;
and one sub-

Issue: Resources for Learning and Instruction

Issue: Organization of Instruction

109

2019 Pilot Grade 4 Reading Teacher
Previous item

2019 item

D/A/
R/NC+

R

(2017 Grade 4)

item was
added.
In the stem,
“activities”
was added;
two subitems were
removed; and
one sub-item
was added.

Issue: Organization of Instruction
R

(2017 Grade 4)

Rationale

In the stem,
“cognitive
processes”
was replaced
with “tasks”.

Issue: Organization of Instruction
110

2019 Pilot Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale
In the stem,
“teaching”
was added
and four subitems were
added.

Issue: Organization of Instruction

111

2019 Pilot Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

R

The phrase
“use a
computer or
digital device
to” was
removed to
align with
grade 8
development
and two subitems were
added.

Two subitems were
added.

Issue: Organization of Instruction

Issue: Organization of Instruction

112

2019 Pilot Grade 4 Reading Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

R

The entire
stem was
revised and
three subitems were
added.

N/A

Issue: Teacher Preparation

Issue: Resources for Learning and Instruction

113

Appendix K-2l: Pilot Grade 4 Reading

114

VH855408

1. Which best describes your role in teaching English/language arts to this class?
Language arts refers to reading, writing, literature, and related topics using print
and digital texts. Select one circle.

A
B
C
D

I do not teach English/language arts to this class.
I teach all or most subjects, including English/language arts.
The only subject I teach is English/language arts.
We team teach, and I have primary responsibility for teaching English/language arts.

VH261160

2. How many students are in this class? Enter the number of students.

VH858404

3. In a typical week, about how much time in total do you spend with this class on
English/language arts instruction? Language arts refers to reading, writing,
literature, and related topics. Enter the hours and minutes and include in-class time
only.
hours and

minutes per week

115

VH855051

4. To what extent have you provided instruction in the following types of text in
English/language arts class so far this year? Select one circle in each row.

a. Fiction
b. Exposition (i.e., text that
aims to explain, inform, or
describe, like newspaper or
magazine articles,
textbooks, or informational
essays)
c. Argumentation and
persuasion
d. Multimedia or non-print
text (e.g., texts including
images, infographics, or
animations)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH855052

A

B

C

D

VH855058

A

B

C

D

VH855056

A

B

C

D

VH855055

116

VH811986

5. When reading a story, article, or other passage with your students, how often do you
ask your students to do the following activities? Select one circle in each row.

a. Summarize the
passage
b. Interpret the meaning
of the passage
c. Question the motives
or feelings of the
characters
d. Identify the themes of
the passage
e. Analyze two or more
texts on the same
topic
f. Analyze the author’s
organization of
information in a
passage
g. Critique the author’s
craft or technique
h. Analyze the author’s
use of multimedia or
non-print text (e.g.,
texts including
images, infographics,
or animations)

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH811995

A

B

C

D

E

VH811997

A

B

C

D

E

VH811998

A

B

C

D

E

VH812001

A

B

C

D

E

VH812005

A

B

C

D

E

VH812009

A

B

C

D

E

VH812011

A

B

C

D

E

VH855005

117

VH812038

6. This school year, to what extent have you emphasized the following tasks when
teaching informational and literary texts in class? Select one circle in each row.

a. Locate and recall (e.g.,
identify main ideas or
focus on specific
elements of a story)
b. Integrate and interpret
(e.g., make
comparisons, explain
character motivation,
or examine relations of
ideas across the text)
c. Critique and evaluate
(e.g., evaluate text
critically from many
perspectives or
evaluate overall text
quality)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH812042

A

B

C

D

E

VH812044

A

B

C

D

E

VH812047

118

VH855023

7. When you teach English/language arts, how often do you use the following teaching
strategies? Select one circle in each row.

a. I teach reading as a
whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with mixed
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.
f. I use individualized
instruction for reading.
g. Students work
independently on an
assigned plan or goal.
h. Students work
independently on a
goal they choose
themselves.
i. Students use
self-paced reading
programs or apps.
j. I create opportunities
for students to
participate in (online
or in-person) book
clubs.
k. Students collaborate
with peers and experts
through the Internet
or other digital
connections.

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH855024

A

B

C

D

E

VH855025

A

B

C

D

E

VH855026

A

B

C

D

E

VH855027

A

B

C

D

E

VH855028

A

B

C

D

E

VH855034

A

B

C

D

E

VH855030

A

B

C

D

E

VH855031

A

B

C

D

E

VH855032

A

B

C

D

E

VH855033

A

B

C

D

E

VH855029

119

VH855083

8. When you teach English/language arts to your students, how do you use each of the
following resources? Select one circle in each row.

a. Hardback or soft cover/paperback
textbooks, workbooks, or
worksheets
b. Electronic textbooks, workbooks
or worksheets
c. Children’s books (e.g., novels,
collections of stories, nonfiction,
graphic novels)
d. Materials from different subject
areas (e.g., articles from science,
passages from history, etc.)
e. Children’s newspapers and/or
magazines
f. Reading-related websites or apps
g. Reading-related educational
games
h. Materials found on the Internet
i. Multimedia or non-print texts
(e.g., texts including images,
infographics, or animations)

Not used

Supplement

Basis for
instruction

A

B

C

VH855084

A

B

C

VH855085

A

B

C

VH855086

A

B

C

VH855087

A

B

C

VH855092

A

B

C

VH855089

A

B

C

VH855090

A

B

C

VH855091

A

B

C

VH855088

120

VH812070

9. In your fourth-grade English/language arts class this year, how often do your
students do each of the following activities? Select one circle in each row.

a. Build and practice
vocabulary
b. Build reading fluency
c. Build reading
comprehension
d. Practice spelling,
grammar,
capitalization,
punctuation, and other
mechanics
e. Access reading-related
websites
f. Conduct research for
reading projects
g. Read something they
have chosen
themselves
h. Work in pairs or small
groups to talk about
something they have
read

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH812077

A

B

C

D

E

VH812078

A

B

C

D

E

VH812083

A

B

C

D

E

VH812084

A

B

C

D

E

VH812086

A

B

C

D

E

VH812088

A

B

C

D

E

VH812089

A

B

C

D

E

VH812091

121

VH262946

10. Suppose your students did very well on their last English/language arts test. How
likely do you think each of the following explanations is in this situation? Select one
circle in each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at reading.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH262948

A

B

C

D

E

VH262949

A

B

C

D

E

VH262950

A

B

C

D

E

VH262951

A

B

C

D

E

VH337286

A

B

C

D

E

VH337287

122

VH812540

11. How well has your education and professional training prepared you to teach
students with the following attributes? Select one circle in each row.

a. Students lacking
prerequisite
knowledge or skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/
psychological
impairment)
c. Disruptive students
d. Uninterested students
e. English-language
learners (ELLs)
f. Gifted and talented
students
g. Students with
different cultural
backgrounds (e.g.,
racial/ethnic,
socioeconomic,
religious)

Not well at
all

A little

Somewhat

Quite a bit

Extremely
well

A

B

C

D

E

VH812546

A

B

C

D

E

VH812547

A

B

C

D

E

VH812549

A

B

C

D

E

VH812550

A

B

C

D

E

VH812551

A

B

C

D

E

VH812553

A

B

C

D

E

VH854948

123

Appendix K-2m: Summary of Changes Operational Grade 8
Reading

124

Grade 8 Reading Teacher
Previous item

2019 item

D/A/
R/NC+
NC

NC

Please note
inline
directions are
different
given
transition
from PBA to
DBA.
N/A

NC

N/A

NC

N/A

Issue: Resources for Learning and Instruction
(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

Rationale

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

Issue: Organization of Instruction

125

Grade 8 Reading Teacher
Previous item

2019 item

D/A/
R/NC+
R

Rationale

R

Sub-items
were dropped
to reduce
teacher
burden and
create
opportunity
for new
development.

Issue: Organization of Instruction
(2017 Grade 8)

Sub-items
were dropped
to reduce
teacher
burden and
create
opportunity
for new
development.

Issue: Organization of Instruction
(2017 Grade 8)

126

Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

127

Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

128

Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: Teacher Preparation

Issue: Resources for Learning and Instruction

129

Appendix K-2n: Operational Grade 8 Reading

130

VH240015

1. Which best describes your role in teaching English/language arts to this class?
Language arts refers to reading, writing, literature, and related topics. Select one
circle.

A
B
C
D

I do not teach English/language arts to this class.
I teach all or most subjects, including English/language arts.
The only subject I teach is English/language arts.
We team teach, and I have primary responsibility for teaching English/language arts.

VH261160

2. How many students are in this class? Enter the number of students.

VH334255

3. In a typical week, about how much time in total do you spend with one of your
eighth-grade English/language arts classes? Enter the hours and minutes.
hours and

minutes per week

VH334381

4. Which best describes how English/language arts instruction is organized for
eighth-grade students at this school? Select one circle.
A English/language arts is taught primarily as a discrete subject with little or no integration
with instruction in other subjects.
B Some English/language arts instruction is integrated with other subjects, and some
English/language arts instruction is presented as a discrete subject.
C English/language arts lessons are primarily integrated with instruction in other subjects.

131

VH240522

5. To what extent have you provided instruction in the following in English/language
arts class so far this year? Select one circle in each row.
Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240523

A

B

C

D

VH240526

A

B

C

D

VH240527

a. Fiction
b. Exposition
c. Argumentation and
persuasion

VH334294

6. When reading a story, article, or other passage with your students, how often do you
ask your students to do the following? Select one circle in each row.

a. Summarize the
passage
b. Interpret the meaning
of the passage
c. Question the motives
or feelings of the
characters
d. Identify the themes of
the passage
e. Analyze two or more
texts on the same
topic
f. Analyze the author’s
organization of
information in a
passage
g. Critique the author’s
craft or technique

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH334295

A

B

C

D

E

VH334296

A

B

C

D

E

VH334299

A

B

C

D

E

VH335901

A

B

C

D

E

VH334297

A

B

C

D

E

VH334302

A

B

C

D

E

VH334305

132

VH261255

7. This school year, to what extent have you emphasized the following cognitive
processes when teaching informational and literary texts in class? Select one circle in
each row.

a. Locate and recall (e.g.,
identify main ideas or
focus on specific
elements of a story)
b. Integrate and interpret
(e.g., make
comparisons, explain
character motivation,
or examine relations of
ideas across the text)
c. Critique and evaluate
(e.g., evaluate text
critically from many
perspectives or
evaluate overall text
quality)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH261256

A

B

C

D

E

VH261257

A

B

C

D

E

VH261258

133

VH334360

8. When you teach English/language arts, how often do you use the following
strategies? Select one circle in each row.

a. I teach reading as a
whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with different
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.
f. I use differentiated
instruction for reading
(i.e., instruction
tailored to student
ability and learning
style).
g. I ask students to work
independently on an
assignment or task.
h. I ask students to work
independently on a
task they choose
themselves.
i. Other strategies
(Please specify):

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH334361

A

B

C

D

E

VH334362

A

B

C

D

E

VH548665

A

B

C

D

E

VH334363

A

B

C

D

E

VH334368

A

B

C

D

E

VH562894

A

B

C

D

E

VH548666

A

B

C

D

E

VH548667

A

B

C

D

E

VH562900

134

VH334484

9. When you teach English/language arts to your students, how do you use each of the
following resources? Select one circle in each row.

a. Hardback textbooks, workbooks,
or worksheets
b. Electronic textbooks
c. A variety of books (e.g., novels,
collections of stories, nonfiction)
d. Materials from different
curricular areas
e. Newspapers and/or magazines
f. Reading-related websites or apps
g. Reading-related educational
games

Not used

Supplement

Basis for
instruction

A

B

C

VH334485

A

B

C

VH334486

A

B

C

VH262702

A

B

C

VH334498

A

B

C

VH262705

A

B

C

VH334495

A

B

C

VH334491

135

VH547867

10. In your eighth-grade English/language arts class this year, how often do your
students do each of the following? Select one circle in each row.

a. Build and practice
vocabulary
b. Build reading fluency
c. Build reading
comprehension
d. Access reading-related
websites
e. Conduct research for
projects

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH547868

A

B

C

D

E

VH617114

A

B

C

D

E

VH617116

A

B

C

D

E

VH547871

A

B

C

D

E

VH547872

136

VH262946

11. Suppose your students did very well on their last English/language arts test. How
likely do you think each of the following explanations is in this situation? Select one
circle in each row.
Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH262948

A

B

C

D

E

VH262949

A

B

C

D

E

VH262950

A

B

C

D

E

VH262951

A

B

C

D

E

VH337286

A

B

C

D

E

VH337287

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at reading.

VH262634

12. In your view, to what extent do the following limit how you teach this class? Select
one circle in each row.

a. Students lacking
prerequisite knowledge or
skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/psychological
impairment)
c. Disruptive students
d. Uninterested students

Not applicable

Not at all

Some

A lot

A

B

C

D

VH262636

A

B

C

D

VH262637

A

B

C

D

VH262638

A

B

C

D

VH262639

137

Appendix K-2o: Summary of Changes Pilot Grade 8 Reading

138

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Issue: Resources for Learning and Instruction
NC

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

Rationale
The phrase
“using print
and digital
texts” was
added.
Please note
inline
directions are
different
given
transition
from PBA to
DBA.
N/A

Issue: Resources for Learning and Instruction
R

The phrase
“and include
in-class time
only” was
added.

NC

N/A

Issue: Resources for Learning and Instruction

Issue: Organization of Instruction

139

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Issue: Organization of Instruction
R

(2017 Grade 8)

Rationale
In the stem,
the phrase
“types of
text” was
added. Subitems were
removed; a
parenthetical
was added to
sub-item “b”;
and one subitem was
added.
In the stem,
“activities”
was added;
two subitems were
removed; and
one sub-item
was added.

Issue: Organization of Instruction

140

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale
In the stem,
“cognitive
processes”
was replaced
with “tasks”.

Issue: Organization of Instruction

141

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale
In the stem,
“teaching”
was added;
three subitems were
added; three
sub-items
were revised;
and one subitem was
removed.

Issue: Organization of Instruction

142

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

R

The phrase
“use a
computer or
digital device
to” was
removed to
align with
grade 8
development
and two subitems were
added.

Two subitems were
added.

Issue: Organization of Instruction

Issue: Organization of Instruction

143

2019 Pilot Grade 8 Reading Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

R

The entire
stem was
revised and
three subitems were
added.

N/A

Issue:

Issue:

144

Appendix K-2p: Pilot Grade 8 Reading

145

VH855408

1. Which best describes your role in teaching English/language arts to this class?
Language arts refers to reading, writing, literature, and related topics using print
and digital texts. Select one circle.

A
B
C
D

I do not teach English/language arts to this class.
I teach all or most subjects, including English/language arts.
The only subject I teach is English/language arts.
We team teach, and I have primary responsibility for teaching English/language arts.

VH261160

2. How many students are in this class? Enter the number of students.

VH858423

3. In a typical week, about how much time in total do you spend with one of your
eighth-grade English/language arts classes? Enter the hours and minutes and include
in-class time only.
hours and

minutes per week

VH334381

4. Which best describes how English/language arts instruction is organized for
eighth-grade students at this school? Select one circle.
A English/language arts is taught primarily as a discrete subject with little or no integration
with instruction in other subjects.
B Some English/language arts instruction is integrated with other subjects, and some
English/language arts instruction is presented as a discrete subject.
C English/language arts lessons are primarily integrated with instruction in other subjects.

146

VH855051

5. To what extent have you provided instruction in the following types of text in
English/language arts class so far this year? Select one circle in each row.

a. Fiction
b. Exposition (i.e., text that
aims to explain, inform, or
describe, like newspaper or
magazine articles,
textbooks, or informational
essays)
c. Argumentation and
persuasion
d. Multimedia or non-print
text (e.g., texts including
images, infographics, or
animations)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH855052

A

B

C

D

VH855058

A

B

C

D

VH855056

A

B

C

D

VH855055

147

VH811986

6. When reading a story, article, or other passage with your students, how often do you
ask your students to do the following activities? Select one circle in each row.

a. Summarize the
passage
b. Interpret the meaning
of the passage
c. Question the motives
or feelings of the
characters
d. Identify the themes of
the passage
e. Analyze two or more
texts on the same
topic
f. Analyze the author’s
organization of
information in a
passage
g. Critique the author’s
craft or technique
h. Analyze the author’s
use of multimedia or
non-print text (e.g.,
texts including
images, infographics,
or animations)

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH811995

A

B

C

D

E

VH811997

A

B

C

D

E

VH811998

A

B

C

D

E

VH812001

A

B

C

D

E

VH812005

A

B

C

D

E

VH812009

A

B

C

D

E

VH812011

A

B

C

D

E

VH855005

148

VH812038

7. This school year, to what extent have you emphasized the following tasks when
teaching informational and literary texts in class? Select one circle in each row.

a. Locate and recall (e.g.,
identify main ideas or
focus on specific
elements of a story)
b. Integrate and interpret
(e.g., make
comparisons, explain
character motivation,
or examine relations of
ideas across the text)
c. Critique and evaluate
(e.g., evaluate text
critically from many
perspectives or
evaluate overall text
quality)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH812042

A

B

C

D

E

VH812044

A

B

C

D

E

VH812047

149

VH855023

8. When you teach English/language arts, how often do you use the following teaching
strategies? Select one circle in each row.

a. I teach reading as a
whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with mixed
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.
f. I use individualized
instruction for reading.
g. Students work
independently on an
assigned plan or goal.
h. Students work
independently on a
goal they choose
themselves.
i. Students use
self-paced reading
programs or apps.
j. I create opportunities
for students to
participate in (online
or in-person) book
clubs.
k. Students collaborate
with peers and experts
through the Internet
or other digital
connections.

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH855024

A

B

C

D

E

VH855025

A

B

C

D

E

VH855026

A

B

C

D

E

VH855027

A

B

C

D

E

VH855028

A

B

C

D

E

VH855034

A

B

C

D

E

VH855030

A

B

C

D

E

VH855031

A

B

C

D

E

VH855032

A

B

C

D

E

VH855033

A

B

C

D

E

VH855029

150

VH855083

9. When you teach English/language arts to your students, how do you use each of the
following resources? Select one circle in each row.

a. Hardback or soft cover/paperback
textbooks, workbooks, or
worksheets
b. Electronic textbooks, workbooks
or worksheets
c. Books (e.g., novels, collections of
stories, nonfiction, graphic
novels)
d. Materials from different subject
areas (e.g., articles from science,
passages from history, etc.)
e. Newspapers and/or magazines
f. Reading-related websites or apps
g. Reading-related educational
games
h. Materials found on the Internet
i. Multimedia or non-print texts
(e.g., texts including images,
infographics, or animations)

Not used

Supplement

Basis for
instruction

A

B

C

VH855084

A

B

C

VH855085

A

B

C

VH855094

A

B

C

VH855087

A

B

C

VH855096

A

B

C

VH855089

A

B

C

VH855090

A

B

C

VH855091

A

B

C

VH855088

151

VH812503

10. In your eighth-grade English/language arts class this year, how often do your
students do each of the following activities? Select one circle in each row.

a. Build and practice
vocabulary
b. Build reading fluency
c. Build reading
comprehension
d. Access reading-related
websites
e. Conduct research for
reading projects
f. Read something they
have chosen
themselves
g. Work in pairs or small
groups to talk about
something they have
read

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH812511

A

B

C

D

E

VH812512

A

B

C

D

E

VH812515

A

B

C

D

E

VH812518

A

B

C

D

E

VH812519

A

B

C

D

E

VH812521

A

B

C

D

E

VH812522

152

VH262946

11. Suppose your students did very well on their last English/language arts test. How
likely do you think each of the following explanations is in this situation? Select one
circle in each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at reading.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH262948

A

B

C

D

E

VH262949

A

B

C

D

E

VH262950

A

B

C

D

E

VH262951

A

B

C

D

E

VH337286

A

B

C

D

E

VH337287

153

VH812540

12. How well has your education and professional training prepared you to teach
students with the following attributes? Select one circle in each row.

a. Students lacking
prerequisite
knowledge or skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/
psychological
impairment)
c. Disruptive students
d. Uninterested students
e. English-language
learners (ELLs)
f. Gifted and talented
students
g. Students with
different cultural
backgrounds (e.g.,
racial/ethnic,
socioeconomic,
religious)

Not well at
all

A little

Somewhat

Quite a bit

Extremely
well

A

B

C

D

E

VH812546

A

B

C

D

E

VH812547

A

B

C

D

E

VH812549

A

B

C

D

E

VH812550

A

B

C

D

E

VH812551

A

B

C

D

E

VH812553

A

B

C

D

E

VH854948

154

Appendix K-2q: Summary of Changes Operational Grade 4
Mathematics

155

2019 Operational Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Issue: Resources for Learning and Instruction

NC

(2017 Grade 4)

Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed from
the item given
the transition
from PBA to
DBA.
N/A

Issue: Resources for Learning and Instruction
R

(2017 Grade 4)

Rationale

As per the
Standing
Committee
recommendati
on, the text
“and include
in-class time
only” was
added to the
inline
directions to
clarify
mathematics
instruction as
the time spent

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

156

2019 Operational Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale
instructing in
class.
This item was
dropped to
reduce
burden.

N/A

D

N/A

D

This item was
dropped to
reduce
burden.

NC

N/A

NC

N/A

NC

N/A

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

Issue: Resources for learning and instruction

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

157

2019 Operational Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

D

This item was
dropped to
reduce
burden.

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction
N/A

(2017 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

158

2019 Operational Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

Rationale
The data
captured by
the “other
please specify”
option
informed subitems to be
added.
Previous subitems “c” was
dropped since
95%
responded
"Yes". Based
on the grade 8
piloted version
of this item,
sub-items “d”,
“e”, “f”, and
“g” were
added.

159

Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
R

Rationale

R

Sub-item “e”
was added for
2019
operational
for both
grades 4 and
8.

Sub-item “a”
was dropped
given the
combined high
frequency
percentage for
the responses
"Quite a bit"
and "A lot".

Issue: Organization of Instruction
(2017 Grade 4)

(2017 Grade 4)
Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

160

Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

D

This item was
dropped to
reduce
burden.

N/A

Issue: Organization of Instruction
N/A

(2017 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

161

Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

Sub-item “a”
was revised
to remove
the word
“Regularly”
for
clarification
with the
response
options.

Issue: Organization of Instruction

(2017 Grade 4)
Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

162

Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

(2017 Grade 4)
Issue: Resources for Learning and Instruction

(2017 Grade 4)

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

163

Appendix K-2r: Operational Grade 4 Mathematics

164

VH240054

1. Which best describes your role in teaching mathematics to this class?

A
B
C
D

I do not teach mathematics to this class.
I teach all or most subjects, including mathematics.
The only subject I teach is mathematics.
We team teach, and I have primary responsibility for teaching mathematics.

VH261160

2. How many students are in this class? Enter the number of students.

VH845752

3. In a typical week, about how much time in total do you spend with this class on
mathematics instruction? Enter the hours and minutes and include in-class time
only.
hours and

minutes per week

VH240058

4. Approximately how much mathematics homework do you assign to students in
this class each day?
A None
B 15 minutes
C 30 minutes
D 45 minutes
E One hour
F More than one hour

165

VH240059

5. To what extent are students permitted to use calculators during mathematics
lessons?
A Unrestricted use
B Restricted use
C Calculators are not permitted.

VH240060

6. What kind of calculator do your students usually use during mathematics lessons?
A None
B Basic four-function (addition, subtraction, multiplication, division)
C Scientific (not graphing)
D Graphing

VH240061

7. When you give students a mathematics test or quiz, how often do they use a
calculator?
A Never
B Sometimes
C Always

166

VH269921

8. In your mathematics class this year, how often do your students use a computer or
other digital device (excluding handheld calculators) to do each of the
following? Select one circle in each row.

a. Practice or review
mathematics topics
b. Extend mathematics
learning with
enrichment activities
c. Research mathematics
topics on the Internet

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH269922

A

B

C

D

E

VH269923

A

B

C

D

E

VH269924

VH845832

9. In your mathematics class this year, do you use any of the following instructional
materials? Select one circle in each row.

Yes
a. Textbooks provided by your
district or school
b. Other materials provided by your
district or school
c. Materials you have created
d. Printed workbooks
e. Physical and/or digital
manipulatives
f. Digital games
g. Interactive whiteboard

No, I do not
No, this resource
prefer to use this is not available to
resource.
me.

A

B

C

VH845833

A

B

C

VH845834

A

B

C

VH845842

A

B

C

VH845840

A

B

C

VH845837

A

B

C

VH845841

A

B

C

VH845844

167

VH270271

10. Thinking about your fourth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Use alternate methods
to solve problems
when the first method
does not work
b. Explain one’s thinking
and make connections
between models and
equations
c. Make assumptions
d. Make approximations
e. Represent a problem
situation with
numbers, words,
pictures, or charts
f. Understand tools for
problem solving and
limitations of use
g. Use clear and precise
language to discuss
problem solving and
reasoning

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH270274

A

B

C

D

E

VH270275

A

B

C

D

E

VH617226

A

B

C

D

E

VH617227

A

B

C

D

E

VH270277

A

B

C

D

E

VH270278

A

B

C

D

E

VH847655

168

VH240850

11. Think about your plans for this mathematics class for the entire year. How much
emphasis did you or will you give each of the following? Select one circle in each row.
Little or no
emphasis

Moderate
emphasis

Heavy emphasis

A

B

C

VH240851

A

B

C

VH240852

A

B

C

VH240853

A

B

C

VH240856

A

B

C

VH240854

a.
b.
c.
d.

Numbers and operations
Measurement
Geometry
Data analysis, statistics, and
probability
e. Algebra and functions

VH240873

12. When you teach mathematics to your fourth-grade class, do you do any of the
following? Select one circle in each row.

a. Set different achievement
standards for some
students
b. Supplement the regular
course curriculum with
additional material for
some students
c. Have some students engage
in different classroom
activities
d. Use a different set of
methods in teaching some
students
e. Pace my teaching
differently for some
students

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240874

A

B

C

D

VH240875

A

B

C

D

VH240878

A

B

C

D

VH240877

A

B

C

D

VH240876

169

VH269925

13. In your mathematics class this year, how often do you do each of the following with
individual students to assess their progress in mathematics? Select one circle in each
row.

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH845878

A

B

C

D

E

VH269928

A

B

C

D

E

VH269930

A

B

C

D

E

VH269931

170

VH270305

14. Suppose your students did very well on their last mathematics test. How likely do
you think each of the following explanations is in this situation? Select one circle in
each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at math.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH270306

A

B

C

D

E

VH270307

A

B

C

D

E

VH270308

A

B

C

D

E

VH270309

A

B

C

D

E

VH270311

A

B

C

D

E

VH270313

VH270361

15. In your mathematics classes this year, how often did you encourage your students
to participate in mathematics activities outside of school?
A Never
B About once or twice a year
C About once or twice a month
D About once or twice a week
E Every day or almost every day

171

VH270362

16. In this school year, how many times did you provide direct opportunities for your
students to participate in mathematics activities outside of school?
A Never
B Once
C Two or three times
D Four or five times
E More than five times

172

Appendix K-2s: Summary of Changes Pilot Grade 4 Mathematics

173

2019 Pilot Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Issue: Resources for Learning and Instruction

NC

(2017 Grade 4)

Rationale
Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the item
given the
transition
from PBA to
DBA.
N/A

Issue: Resources for Learning and Instruction
R

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

As per the
Standing
Committee
recommendat
ion, the text
“and include
in-class time
only” was
added to the
inline
directions to
clarify
mathematics
instruction as
the time
spent
174

2019 Pilot Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

(2017 Grade 4)

Rationale
instructing in
class.
This item was
dropped to
reduce
burden.

Issue: Resources for Learning and Instruction
N/A

D

N/A

D

This item was
dropped to
reduce
burden.

NC

N/A

NC

N/A

NC

N/A

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

(2017 Grade 4)

Issue: Resources for Learning and Instruction

Issue: Organization of instruction

(2017 Grade 4)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

175

2019 Pilot Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale

NC

N/A

NC

N/A

D

This item was
dropped to
reduce
burden.

Issue: Organization of instruction

(2017 Grade 4)

(2017 Grade 4)

Issue: Organization of instruction

Issue: Organization of instruction
N/A

(2017 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

176

2019 Pilot Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
R

(2017 Grade 4)

Issue: Resources for learning and instruction

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

Rationale
Sub-item “a”
was revised
to include
“(print or
digital)”. Subitems “b” and
“d” were part
of the 2017
pilot and
have been
included for
the 2019
pilot; subitem “c” was
combined
from two
distinct subitems that
were in 2017
pilot; subitem “g” is
new and was
added based
on ADC
feedback; and
sub-item “h”
has been
revised based
on ADC
feedback.

177

2019 Pilot Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

R

Sub-item “e”
was added
from the
grade 8
version of this
item.

Previous subitem “a” was
dropped.
Previous subitem “c” was
split into
current subitems “b” and
“c”. Sub-item
“d” was
revised based
on cog lab
data.

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

178

2019 Pilot Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

2019 item

Issue: Organization of Instruction
N/A

D/A/
R/NC+
R

Rationale

D

This item was
dropped to
reduce
burden.

Sub-item “f”
is new. It was
created to
address the
ADC’s
comment on
including an
item that
captured a
UDL-oriented
approach.

(2017 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

179

2019 Pilot Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

Sub-item “a”
was revised
to remove
the word
“Regularly”
for
clarification
with the
response
options.

Issue: Organization of Instruction

Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

180

2019 Pilot Grade 4 Mathematics Teacher
Previous item

(2017 Grade 4)

(2017 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

A

This item was
part of a
matrix. The
other subitems in the
matrix were
dropped and
this item was
revised to a
discrete item.

N/A

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

N/A

Issue: Organization of instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

181

2019 Pilot Grade 4 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
A

N/A

Rationale
This item is
new and was
added to
math based
on it being
part of
coglabs for
the 2019
Reading pilot.

Issue: Resources for learning and instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

182

Appendix K-2t: Pilot Grade 4 Mathematics

183

VH240054

1. Which best describes your role in teaching mathematics to this class?

A
B
C
D

I do not teach mathematics to this class.
I teach all or most subjects, including mathematics.
The only subject I teach is mathematics.
We team teach, and I have primary responsibility for teaching mathematics.

VH261160

2. How many students are in this class? Enter the number of students.

VH845752

3. In a typical week, about how much time in total do you spend with this class on
mathematics instruction? Enter the hours and minutes and include in-class time
only.
hours and

minutes per week

184

VH811594

4. In your mathematics class this year, do you use any of the following instructional
materials? Select one circle in each row.

a. Textbooks (print or digital) provided by
your district or school
b. Printed workbooks
c. Physical and/or digital manipulatives
d. Digital games
e. Interactive panel (e.g., SMART board,
Promethean ActivPanel)
f. Materials you have created
g. Math software and/or apps
h. Other materials provided by your district or
school (e.g., math board games, math
puzzles)

Yes

No

A

B

VH811602

A

B

VH854173

A

B

VH854175

A

B

VH854178

A

B

VH854179

A

B

VH854180

A

B

VH854182

A

B

VH811624

VH269925

5. In your mathematics class this year, how often do you do each of the following with
individual students to assess their progress in mathematics? Select one circle in each
row.

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH845878

A

B

C

D

E

VH269928

A

B

C

D

E

VH269930

A

B

C

D

E

VH269931

185

VH858418

6. How often do you use long written responses (e.g., several sentences or paragraphs)
to assess student progress in mathematics?
A Never or hardly ever
B Once or twice a year
C Once or twice a month
D Once or twice a week

VH269921

7. In your mathematics class this year, how often do your students use a computer or
other digital device (excluding handheld calculators) to do each of the
following? Select one circle in each row.

a. Practice or review
mathematics topics
b. Extend mathematics
learning with
enrichment activities
c. Research mathematics
topics on the Internet

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH269922

A

B

C

D

E

VH269923

A

B

C

D

E

VH269924

186

VH270271

8. Thinking about your fourth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Use alternate methods
to solve problems
when the first method
does not work
b. Explain one’s thinking
c. Make connections
between models and
equations
d. Make assumptions
using mathematical
knowledge to solve a
problem
e. Make approximations
f. Represent a problem
situation with
numbers, words,
pictures, or charts
g. Understand tools for
problem solving and
limitations of use
h. Use clear and precise
language when
students are discussing
their problem solving
and reasoning

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH270274

A

B

C

D

E

VH888064

A

B

C

D

E

VH888065

A

B

C

D

E

VH812846

A

B

C

D

E

VH617227

A

B

C

D

E

VH270277

A

B

C

D

E

VH270278

A

B

C

D

E

VH270279

VH240058

9. Approximately how much mathematics homework do you assign to students in
this class each day?
A None
B 15 minutes
C 30 minutes
D 45 minutes
E One hour
F More than one hour
187

VH240059

10. To what extent are students permitted to use calculators during mathematics
lessons?
A Unrestricted use
B Restricted use
C Calculators are not permitted.

VH240060

11. What kind of calculator do your students usually use during mathematics lessons?
A None
B Basic four-function (addition, subtraction, multiplication, division)
C Scientific (not graphing)
D Graphing

VH240061

12. When you give students a mathematics test or quiz, how often do they use a
calculator?
A Never
B Sometimes
C Always

188

VH240850

13. Think about your plans for this mathematics class for the entire year. How much
emphasis did you or will you give each of the following? Select one circle in each row.
Little or no
emphasis

Moderate
emphasis

Heavy emphasis

A

B

C

VH240851

A

B

C

VH240852

A

B

C

VH240853

A

B

C

VH240856

A

B

C

VH240854

a.
b.
c.
d.

Numbers and operations
Measurement
Geometry
Data analysis, statistics, and
probability
e. Algebra and functions

VH240873

14. When you teach mathematics to your fourth-grade class, do you do any of the
following? Select one circle in each row.

a. Set different achievement
standards for some
students
b. Supplement the regular
course curriculum with
additional material for
some students
c. Have some students engage
in different classroom
activities
d. Use a different set of
methods in teaching some
students
e. Pace my teaching
differently for some
students
f. Provide multiple
representations of concepts
and guide students to
express what they know
using various formats

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240874

A

B

C

D

VH240875

A

B

C

D

VH240878

A

B

C

D

VH240877

A

B

C

D

VH240876

A

B

C

D

VH811643

189

VH270305

15. Suppose your students did very well on their last mathematics test. How likely do
you think each of the following explanations is in this situation? Select one circle in
each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at math.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH270306

A

B

C

D

E

VH270307

A

B

C

D

E

VH270308

A

B

C

D

E

VH270309

A

B

C

D

E

VH270311

A

B

C

D

E

VH270313

VH270361

16. In your mathematics classes this year, how often did you encourage your students
to participate in mathematics activities outside of school?
A Never
B About once or twice a year
C About once or twice a month
D About once or twice a week
E Every day or almost every day

190

VH270362

17. In this school year, how many times did you provide direct opportunities for your
students to participate in mathematics activities outside of school?
A Never
B Once
C Two or three times
D Four or five times
E More than five times

VH888066

18. How well has your education and professional training prepared you to teach
students with the following attributes? Select one circle in each row.

a. Students lacking
prerequisite
knowledge or skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/
psychological
impairment)
c. Disruptive students
d. Uninterested students
e. English-language
learners (ELLs)
f. Gifted and talented
students
g. Students with
different cultural
backgrounds (e.g.,
racial/ethnic,
socioeconomic,
religious)

Not well at
all

A little

Somewhat

Quite a bit

Extremely
well

A

B

C

D

E

VH888067

A

B

C

D

E

VH888068

A

B

C

D

E

VH888069

A

B

C

D

E

VH888070

A

B

C

D

E

VH888071

A

B

C

D

E

VH888072

A

B

C

D

E

VH888073

191

Appendix K-2u: Summary of Changes Operational Grade 8
Mathematics

192

2019 Operational Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Issue: Resources for Learning and Instruction

NC

(2017 Grade 8)

Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the item
given the
transition
from PBA to
DBA.
N/A

Issue: Resources for Learning and Instruction
R

(2017 Grade 8)

Rationale

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

As per the
Standing
Committee
recommendat
ion, the text
“and include
in-class time
only” was
added to the
inline
directions to
clarify
mathematics
instruction as
the time
193

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

N/A

D

(2017 Grade 8)
NC

(2017 Grade 8)

Rationale
spent
instructing in
class.
This item was
dropped to
reduce
burden.
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

194

2019 Operational Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

NC

N/A

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

195

2019 Operational Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

D

This item was
dropped to
reduce
burden.

Issue: Resources for Learning and Instruction
N/A

The data
captured by
the “other
please specify”
option
informed subitems to be
added.
Previous subitems “c” and
“f” were
dropped since
over 93%
responded
"Yes". Previous
sub-item “e”
was revised to
include
physical
manipulatives.

(2017 Grade 8)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

196

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

Rationale

R

Previous subitem “b” was
dropped due
to a high
percentage of
respondents
choosing
"Quite a bit of
emphasis"
and "A lot of
emphasis".
Previous subitem “f” was
dropped since
current subitem “d” is
also about
conjectures
and the
response
distribution
for both was
similar.

This version
of this item
was dropped
and was
replaced by
VH845832.

(2017 Grade 8)

(2017 Grade 8)

Issue: Organization of instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

197

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
R

Rationale
This item was
revised to
include a final
set of subitems for
2019 based
on the
response data
from the
2017 piloted
and
operational
versions.

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

198

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

199

2019 Operational Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

R

Current subitem “c” was
added to ask
about mixing
ability levels.
This sub-item
is already part
of other
questionnaires
.

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

200

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

Rationale

R

Sub-item “a”
was revised to
remove the
word
“Regularly” for
clarification
with the
response
options.

This item was
dropped to
reduce
burden.

(2017 Grade 8)

(2017 Grade 8)

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

201

2019 Operational Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

N/A

Issue: Teacher Preparation

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 10

202

2019 Operational Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 11

Rationale
This item was
dropped since
a high
percentage of
respondents
chose "Often"
and "Always
or almost
always"
across all subitems,
indicating
that this item
may elicit
socially
desirable
responses.

203

Appendix K-2v: Operational Grade 8 Mathematics

204

VH240054

1. Which best describes your role in teaching mathematics to this class?

A
B
C
D

I do not teach mathematics to this class.
I teach all or most subjects, including mathematics.
The only subject I teach is mathematics.
We team teach, and I have primary responsibility for teaching mathematics.

VH261160

2. How many students are in this class? Enter the number of students.

VH845752

3. In a typical week, about how much time in total do you spend with this class on
mathematics instruction? Enter the hours and minutes and include in-class time
only.
hours and

minutes per week

VH240058

4. Approximately how much mathematics homework do you assign to students in
this class each day?
A None
B 15 minutes
C 30 minutes
D 45 minutes
E One hour
F More than one hour

205

VH240059

5. To what extent are students permitted to use calculators during mathematics
lessons?
A Unrestricted use
B Restricted use
C Calculators are not permitted.

VH240060

6. What kind of calculator do your students usually use during mathematics lessons?
A None
B Basic four-function (addition, subtraction, multiplication, division)
C Scientific (not graphing)
D Graphing

VH240061

7. When you give students a mathematics test or quiz, how often do they use a
calculator?
A Never
B Sometimes
C Always

206

VH269921

8. In your mathematics class this year, how often do your students use a computer or
other digital device (excluding handheld calculators) to do each of the
following? Select one circle in each row.

a. Practice or review
mathematics topics
b. Extend mathematics
learning with
enrichment activities
c. Research mathematics
topics on the Internet

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH269922

A

B

C

D

E

VH269923

A

B

C

D

E

VH269924

VH845832

9. In your mathematics class this year, do you use any of the following instructional
materials? Select one circle in each row.

Yes
a. Textbooks provided by your
district or school
b. Other materials provided by your
district or school
c. Materials you have created
d. Printed workbooks
e. Physical and/or digital
manipulatives
f. Digital games
g. Interactive whiteboard

No, I do not
No, this resource
prefer to use this is not available to
resource.
me.

A

B

C

VH845833

A

B

C

VH845834

A

B

C

VH845842

A

B

C

VH845840

A

B

C

VH845837

A

B

C

VH845841

A

B

C

VH845844

207

VH270281

10. Thinking about your eighth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Use clear and precise
language to discuss
problem solving and
reasoning
b. Make assumptions
c. Make approximations
d. Represent a problem
in multiple ways
including using
numbers, words,
pictures, and charts
e. Use models to
examine real-life and
mathematical
examples
f. Create equations
g. Examine patterns in
tables and graphs to
describe relationships
h. Evaluate a
problem-solving
process
i. Evaluate the
conclusions of other
students
j. Relate what your
students know to the
real world and make
sense of it
mathematically

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH562965

A

B

C

D

E

VH617994

A

B

C

D

E

VH617995

A

B

C

D

E

VH562967

A

B

C

D

E

VH549099

A

B

C

D

E

VH562985

A

B

C

D

E

VH562991

A

B

C

D

E

VH562983

A

B

C

D

E

VH549107

A

B

C

D

E

VH562988

208

VH547461

11. Thinking about your eighth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Use definitions and
notation precisely
b. Identify and correct
flawed mathematical
reasoning
c. Construct arguments
using tables, graphs, or
diagrams
d. Make, test, and
validate conjectures
e. Engage in deductive
reasoning and informal
proofs

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH547462

A

B

C

D

E

VH547464

A

B

C

D

E

VH547468

A

B

C

D

E

VH547466

A

B

C

D

E

VH547465

209

VH240850

12. Think about your plans for this mathematics class for the entire year. How much
emphasis did you or will you give each of the following? Select one circle in each row.
Little or no
emphasis

Moderate
emphasis

Heavy emphasis

A

B

C

VH240851

A

B

C

VH240852

A

B

C

VH240853

A

B

C

VH240856

A

B

C

VH240854

a.
b.
c.
d.

Numbers and operations
Measurement
Geometry
Data analysis, statistics, and
probability
e. Algebra and functions

VH240899

13. When you teach mathematics to your eighth-grade class, do you do any of the
following? Select one circle in each row.

a. Set different achievement
standards for some
students
b. Supplement the regular
course curriculum with
additional material for
some students
c. Have some students engage
in different classroom
activities
d. Use a different set of
methods in teaching some
students
e. Pace my teaching
differently for some
students

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240900

A

B

C

D

VH240901

A

B

C

D

VH240904

A

B

C

D

VH240903

A

B

C

D

VH240902

210

VH269925

14. In your mathematics class this year, how often do you do each of the following with
individual students to assess their progress in mathematics? Select one circle in each
row.

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH845878

A

B

C

D

E

VH269928

A

B

C

D

E

VH269930

A

B

C

D

E

VH269931

211

VH270305

15. Suppose your students did very well on their last mathematics test. How likely do
you think each of the following explanations is in this situation? Select one circle in
each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at math.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH270306

A

B

C

D

E

VH270307

A

B

C

D

E

VH270308

A

B

C

D

E

VH270309

A

B

C

D

E

VH270311

A

B

C

D

E

VH270313

VH270361

16. In your mathematics classes this year, how often did you encourage your students
to participate in mathematics activities outside of school?
A Never
B About once or twice a year
C About once or twice a month
D About once or twice a week
E Every day or almost every day

212

VH270362

17. In this school year, how many times did you provide direct opportunities for your
students to participate in mathematics activities outside of school?
A Never
B Once
C Two or three times
D Four or five times
E More than five times

VH617288

18. In your mathematics class this year, how often do you use each of the following
strategies when teaching? Select one circle in each row.

a. I teach mathematics as
a whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with different
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH617289

A

B

C

D

E

VH617290

A

B

C

D

E

VH887867

A

B

C

D

E

VH617291

A

B

C

D

E

VH852844

213

Appendix K-2w: Summary of Changes Pilot Grade 8 Mathematics

214

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Issue: Resources for Learning and Instruction

N/A

A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

Rationale
Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the item
given the
transition
from PBA to
DBA.
This was
added from
Reading as a
parallel item
to the
Mathematics
pilot
assessment.
The pilot data
will
determine
whether this
item should
be further
considered
for the 2021
Mathematics
operational
assessment.

215

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

R

As per the
Standing
Committee
recommendat
ion, the text
“and include
in-class time
only” was
added to the
inline
directions to
clarify
mathematics
instruction as
the time
spent
instructing in
class.
This item was
dropped to
reduce
burden.

N/A

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

N/A

D

(2017 Grade 8)
NC

(2017 Grade 8)

N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

216

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

NC

N/A

N/A

Issue: Organization of instruction

Issue: Organization of instruction

Issue: Organization of instruction

Issue: Organization of instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

217

2019 Pilot Grade 8 Mathematics Teacher
Previous item

2019 item
N/A

D/A/
R/NC+
D

Rationale

R

Sub-item “a”
was revised
to include
“(print or
digital)”. Subitems “b” and
“d” were part
of the 2017
pilot and
have been
included for
the 2019
pilot; subitem “c” was
combined
from two
distinct subitems that
were in 2017
pilot; sub-

This item was
dropped to
reduce
burden.

(2017 Grade 8)

(2017 Grade 8)

Issue: Resources for learning and instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

218

2019 Pilot Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale
item “g” is
new and was
added based
on ADC
feedback; and
sub-item “h”
has been
revised based
on ADC
feedback.

(2017 Grade 8)
R

(2017 Grade 8)

Current subitem “a” was
revised for
2021
development
as per ADC
feedback;
current subitems “d” and
“h” were part
of the 2017
pilot and
have been
included for
the 2019
pilot; current
sub-item “f”
was revised.

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

219

2019 Pilot Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale

NC

N/A

(2017 Grade 8)

(2017 Grade 8)

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

220

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

2019 item

Issue: Organization of Instruction
N/A

D/A/
R/NC+
R

Rationale

D

This item was
dropped to
reduce
burden.

Sub-item “f”
is new. It was
created to
address the
ADC’s
comment on
including an
item that
captured a
UDL-oriented
approach.

(2017 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

221

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

Sub-item “a”
was revised
to remove
the word
“Regularly”
for
clarification
with the
response
options.

Issue: Organization of Instruction

Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

222

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

A

This item was
part of a
matrix. The
other subitems in the
matrix were
dropped and
this item was
revised to a
discrete item.

N/A

Issue: Resources for learning and instruction

Issue: Resources for learning and instruction

N/A

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

223

2019 Pilot Grade 8 Mathematics Teacher
Previous item

(2017 Grade 8)

(2017 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

R

Sub-item “c”
was added
based on ADC
feedback for
this item for
2019
operational.
This sub-item
can be added
at this stage
given it was
included for
the Reading
teacher
questionnaire
for a similar
matrix item.
Sub-item “e”
was revised

Previous subitems “b” and
“f” were
dropped to
reduce
burden.

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 10

224

2019 Pilot Grade 8 Mathematics Teacher
Previous item

2019 item

D/A/
R/NC+

N/A

A

Rationale
from “group”
to “groups”.
This item was
added to
math based
on it being
coglabbed for
the 2019
Reading pilot.

Issue: Resources for learning and instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 11

225

Appendix K-2x: Pilot Grade 8 Mathematics

226

VH240054

1. Which best describes your role in teaching mathematics to this class?

A
B
C
D

I do not teach mathematics to this class.
I teach all or most subjects, including mathematics.
The only subject I teach is mathematics.
We team teach, and I have primary responsibility for teaching mathematics.

VH888340

2. Which best describes how mathematics instruction is organized for eighth-grade
students at this school? Select one circle.
A
B
C

VH261160

3. How many students are in this class? Enter the number of students.

VH845752

4. In a typical week, about how much time in total do you spend with this class on
mathematics instruction? Enter the hours and minutes and include in-class time
only.
hours and

minutes per week

227

VH269925

5. In your mathematics class this year, how often do you do each of the following with
individual students to assess their progress in mathematics? Select one circle in each
row.

Never

About once
or twice a
year

About once
or twice a
month

A

B

C

D

E

VH845878

A

B

C

D

E

VH269928

A

B

C

D

E

VH269930

A

B

C

D

E

VH269931

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

About once Every day or
or twice a
almost
week
every day

VH858418

6. How often do you use long written responses (e.g., several sentences or paragraphs)
to assess student progress in mathematics?
A Never or hardly ever
B Once or twice a year
C Once or twice a month
D Once or twice a week

228

VH811594

7. In your mathematics class this year, do you use any of the following instructional
materials? Select one circle in each row.

a. Textbooks (print or digital) provided by
your district or school
b. Printed workbooks
c. Physical and/or digital manipulatives
d. Digital games
e. Interactive panel (e.g., SMART board,
Promethean ActivPanel)
f. Materials you have created
g. Math software and/or apps
h. Other materials provided by your district or
school (e.g., math board games, math
puzzles)

Yes

No

A

B

VH811602

A

B

VH854173

A

B

VH854175

A

B

VH854178

A

B

VH854179

A

B

VH854180

A

B

VH854182

A

B

VH811624

VH269921

8. In your mathematics class this year, how often do your students use a computer or
other digital device (excluding handheld calculators) to do each of the
following? Select one circle in each row.

a. Practice or review
mathematics topics
b. Extend mathematics
learning with
enrichment activities
c. Research mathematics
topics on the Internet

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH269922

A

B

C

D

E

VH269923

A

B

C

D

E

VH269924

229

VH270281

9. Thinking about your eighth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Make assumptions
using mathematical
knowledge to solve a
problem
b. Make approximations
c. Represent a problem
situation in multiple
ways, including
numbers, words,
pictures, and charts
d. Use models to
examine real-life and
mathematical
examples
e. Create equations
f. Examine patterns in
tables and graphs to
describe relationships
g. Evaluate a
problem-solving
process
h. Evaluate the
conclusions of other
students
i. Relate what your
students know to the
real world and make
sense of it
mathematically

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH812897

A

B

C

D

E

VH617995

A

B

C

D

E

VH270285

A

B

C

D

E

VH549099

A

B

C

D

E

VH270288

A

B

C

D

E

VH854203

A

B

C

D

E

VH270286

A

B

C

D

E

VH549107

A

B

C

D

E

VH270289

230

VH240058

10. Approximately how much mathematics homework do you assign to students in
this class each day?
A None
B 15 minutes
C 30 minutes
D 45 minutes
E One hour
F More than one hour

VH240059

11. To what extent are students permitted to use calculators during mathematics
lessons?
A Unrestricted use
B Restricted use
C Calculators are not permitted.

VH240060

12. What kind of calculator do your students usually use during mathematics lessons?
A None
B Basic four-function (addition, subtraction, multiplication, division)
C Scientific (not graphing)
D Graphing

VH240061

13. When you give students a mathematics test or quiz, how often do they use a
calculator?
A Never
B Sometimes
C Always
231

VH240850

14. Think about your plans for this mathematics class for the entire year. How much
emphasis did you or will you give each of the following? Select one circle in each row.
Little or no
emphasis

Moderate
emphasis

Heavy emphasis

A

B

C

VH240851

A

B

C

VH240852

A

B

C

VH240853

A

B

C

VH240856

A

B

C

VH240854

a.
b.
c.
d.

Numbers and operations
Measurement
Geometry
Data analysis, statistics, and
probability
e. Algebra and functions

VH240899

15. When you teach mathematics to your eighth-grade class, do you do any of the
following? Select one circle in each row.

a. Set different achievement
standards for some
students
b. Supplement the regular
course curriculum with
additional material for
some students
c. Have some students engage
in different classroom
activities
d. Use a different set of
methods in teaching some
students
e. Pace my teaching
differently for some
students
f. Provide multiple
representation of concepts,
and guide students to
express what they know
using various formats

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH240900

A

B

C

D

VH240901

A

B

C

D

VH240904

A

B

C

D

VH240903

A

B

C

D

VH240902

A

B

C

D

VH811659

232

VH547461

16. Thinking about your eighth-grade mathematics classes this year, how much
emphasis did you place on teaching your students each of the following? Select one
circle in each row.

a. Use definitions and
notation precisely
b. Identify and correct
flawed mathematical
reasoning
c. Construct arguments
using tables, graphs, or
diagrams
d. Make, test, and
validate conjectures
e. Engage in deductive
reasoning and informal
proofs

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH547462

A

B

C

D

E

VH547464

A

B

C

D

E

VH547468

A

B

C

D

E

VH547466

A

B

C

D

E

VH547465

233

VH617288

17. In your mathematics class this year, how often do you use each of the following
strategies when teaching? Select one circle in each row.

a. I teach mathematics as
a whole-class activity.
b. I create student groups
with the same
achievement level.
c. I create student groups
with different
achievement levels.
d. I create groups by
random assignment.
e. I allow students to
choose their own
groups.

Never or
hardly ever

Once in a
while

Sometimes

Often

Always or
almost
always

A

B

C

D

E

VH617289

A

B

C

D

E

VH617290

A

B

C

D

E

VH888336

A

B

C

D

E

VH617291

A

B

C

D

E

VH852844

234

VH270305

18. Suppose your students did very well on their last mathematics test. How likely do
you think each of the following explanations is in this situation? Select one circle in
each row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good at math.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH270306

A

B

C

D

E

VH270307

A

B

C

D

E

VH270308

A

B

C

D

E

VH270309

A

B

C

D

E

VH270311

A

B

C

D

E

VH270313

VH270361

19. In your mathematics classes this year, how often did you encourage your students
to participate in mathematics activities outside of school?
A Never
B About once or twice a year
C About once or twice a month
D About once or twice a week
E Every day or almost every day

235

VH270362

20. In this school year, how many times did you provide direct opportunities for your
students to participate in mathematics activities outside of school?
A Never
B Once
C Two or three times
D Four or five times
E More than five times

VH888066

21. How well has your education and professional training prepared you to teach
students with the following attributes? Select one circle in each row.

a. Students lacking
prerequisite
knowledge or skills
b. Students with special
needs (e.g., physical
disabilities, mental or
emotional/
psychological
impairment)
c. Disruptive students
d. Uninterested students
e. English-language
learners (ELLs)
f. Gifted and talented
students
g. Students with
different cultural
backgrounds (e.g.,
racial/ethnic,
socioeconomic,
religious)

Not well at
all

A little

Somewhat

Quite a bit

Extremely
well

A

B

C

D

E

VH888067

A

B

C

D

E

VH888068

A

B

C

D

E

VH888069

A

B

C

D

E

VH888070

A

B

C

D

E

VH888071

A

B

C

D

E

VH888072

A

B

C

D

E

VH888073

236

Appendix K-2y: Summary of Changes Operational Grade 4 Science

237

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

R

The second
sentence was
replaced with
wording used
in other
subject
questionnaire
.
To align with
content
reductions
made for
other
subjects and
to keep
teacher
burden low,
this item was
dropped.

N/A

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction
N/A

(2018 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

D

238

2019 Operational Grade 4 Science Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

(2018 Grade 4)
NC

(2018 Grade 4)

Rationale
To align with
content
reductions
made for
other
subjects and
to keep
teacher
burden low,
this item was
dropped.
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

239

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

240

2019 Operational Grade 4 Science Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

Rationale
This item was
dropped. Two
matrix items
concerning
science skills
were
developed
and piloted
with the
intention of
only one
matrix being
selected for
operational
use.

(2018 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

241

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

D

To make
room for new
content and
to keep
teacher
burden low,
this item was
dropped.

N/A

Issue: Organization of Instruction
N/A

(2018 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

242

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

2019 item

D/A/
R/NC+
R

Issue: Resources for Learning and Instruction
R

(2018 Grade 4)

Rationale
Because subitems E and F
overlapped
with other,
newer
content in the
student/teac
her/school
administrator
questionnaire
and to keep
teacher
burden low,
sub-items E
and F was
dropped.
Sub-item E
has been
revised to use
the
“Interactive
Panel”
wording used
in
questionnaire
s for other
subjects.

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

243

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

R

In sub-item A,
the word
“regularly”
has been
removed to
create
consistency
across similar
items in
multiple
subject
questionnaire
s.

N/A

Issue: Organization of Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

244

2019 Operational Grade 4 Science Teacher
Previous item

(2018 Grade 4)

(2018 Grade 4)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

Issue: Teacher Preparation

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

245

Appendix K-2z: Operational Grade 4 Science

246

VH240113

1. Which best describes your role in teaching science to this class? Select one circle.
A I do not teach science to this class.
B I teach all or most subjects, including science.
C The only subject I teach is science.
D We team teach, and I have primary responsibility for teaching science.

VH261160

2. How many students are in this class? Enter the number of students.

VH859314

3. In a typical week, how much time do you spend teaching science to the students
in this class? Enter the hours and minutes and include in-class time only.
hours and

minutes per week

VH639433

4. In this class, about how much time do you spend on each of the following areas of
science? Select one circle in each row.

a. Life science
b. Earth and space
science
c. Physical science
d. Engineering and
technology

No time

Very little
time

Some time

Quite a bit
of time

A lot of
time

A

B

C

D

E

VH639434

A

B

C

D

E

VH639436

A

B

C

D

E

VH639435

A

B

C

D

E

VH639437

247

VH639586

5. About how often do your science students do each of the following activities? Select
one circle in each row.

a. Work with other
students on a science
activity or project
b. Write about science
(e.g., papers, reports, or
student science
journals)
c. Watch you do a
science activity
d. Talk about the
measurements and
results from their
hands-on activities
e. Discuss the kinds of
problems that
engineers can solve
(e.g., how to build a
bridge or how to
collect energy from
the Sun)
f. Figure out different
ways to solve a science
problem
g. Present what they
have learned about
science

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH639589

A

B

C

D

E

VH639600

A

B

C

D

E

VH639856

A

B

C

D

E

VH639594

A

B

C

D

E

VH639597

A

B

C

D

E

VH639846

A

B

C

D

E

VH639593

248

VH640891

6. Thinking about your science class this year, how much emphasis did you place on
teaching your students each of the following skills? Select one circle in each row.

a. Developing good
research questions
b. Using drawings or
models to explain
events or phenomena
c. Coming up with
experiments or other
tests to answer a
scientific question
d. Organizing data into a
chart, graph, or
spreadsheet to test a
solution
e. Deciding when to use
quantitative versus
qualitative data
f. Generating
explanations based on
observations and
measurements
g. Evaluating the quality
of data
h. Teaching science ideas
to others (e.g.,
students or teachers)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH640901

A

B

C

D

E

VH640902

A

B

C

D

E

VH640903

A

B

C

D

E

VH640906

A

B

C

D

E

VH640907

A

B

C

D

E

VH640908

A

B

C

D

E

VH640909

A

B

C

D

E

VH640911

249

VH639520

7. To what extent are the following resources available to you in your school system
(including your school and school district)? Select one circle in each row.

a. Science textbooks (print or
online)
b. Science magazines and
books (print or online)
c. Supplies or equipment for
science labs or
demonstrations
d. Space to conduct science
labs
e. Computers for teachers’
use
f. Science kits
g. Scientific measurement
instruments (e.g.,
microscopes,
thermometers, beakers, or
weighing scales)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH639521

A

B

C

D

VH639522

A

B

C

D

VH639523

A

B

C

D

VH639525

A

B

C

D

VH639528

A

B

C

D

VH639531

A

B

C

D

VH639526

250

VH641306

8. To what extent do you use each of the following technological resources for science
instruction? Select one circle in each row.

a. Desktop or laptop
computer(s) (including
Chromebooks)
b. Tablet(s) (e.g., Surface Pro,
iPad, Kindle Fire)
c. Online content (e.g., online
software, podcasts, or
videos)
d. Interactive web spaces or
virtual classrooms (e.g.,
websites where students
can interact and share class
materials)
e. Interactive panel (e.g.,
SMART Board, Promethean
ActivPanel)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH641307

A

B

C

D

VH641308

A

B

C

D

VH641309

A

B

C

D

VH641310

A

B

C

D

VH859326

VH639626

9. In this school year, how often do you meet with students one-on-one to give
feedback on their work and evaluate their progress in science?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day

251

VH639633

10. In this school year, how often do you do each of the following activities with
individual students to evaluate their progress in science? Select one circle in each row.

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH639634

A

B

C

D

E

VH639635

A

B

C

D

E

VH639636

A

B

C

D

E

VH639637

252

VH641262

11. Suppose your students did very well on their last science test. How likely do you
think each of the following explanations is in this situation? Select one circle in each
row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good in science.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH641273

A

B

C

D

E

VH641276

A

B

C

D

E

VH641277

A

B

C

D

E

VH641279

A

B

C

D

E

VH641281

A

B

C

D

E

VH641284

VH641332

12. In this school year, did your school offer any of the following supplemental
activities? Select one answer choice in each row.

a. Opportunities for students to work
together to solve problems in their
community or the world
b. Opportunities for students to engage in
group science activities
c. Opportunities for students to use scientific
instruments (e.g., thermometers,
microscopes, or telescopes)
d. Opportunities for students to participate in
science outreach programs (e.g.,
partnerships with colleges, museums, or
foundations)

Yes

No

A

B

VH641334

A

B

VH641338

A

B

VH641339

A

B

VH641341

253

Appendix K-2aa: Summary of Changes Operational Grade 8
Science

254

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

R

The second
sentence was
replaced with
wording used
in other
subject
questionnaire
.
To align with
content
reductions
made for
other
subjects and
to keep
teacher
burden low,
this item was
dropped.

N/A

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction

Issue: Resources for Learning and Instruction
N/A

(2018 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

D

255

2019 Operational Grade 8 Science Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

(2018 Grade 8)
NC

(2018 Grade 8)

Rationale
To align with
content
reductions
made for
other
subjects and
to keep
teacher
burden low,
this item was
dropped.
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

256

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

257

2019 Operational Grade 8 Science Teacher
Previous item

2019 item

D/A/
R/NC+
D

N/A

Rationale
This item was
dropped. Two
matrix items
concerning
science skills
were
developed
and piloted
with the
intention of
only one
matrix being
selected for
operational
use.

(2018 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

258

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

2019 item

Issue: Organization of Instruction
N/A

D/A/
R/NC+
NC

Rationale

D

To make
room for new
content and
to keep
teacher
burden low,
this item was
dropped.

N/A

(2018 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

259

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

2019 item

D/A/
R/NC+
R

Issue: Resources for Learning and Instruction
NC

(2018 Grade 8)

Rationale
Because subitems E and F
overlapped
with other,
newer
content in the
student/teac
her/school
administrator
questionnaire
and to keep
teacher
burden low,
sub-items E
and F were
dropped.
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

260

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

Sub-item E
has been
revised to use
the
“Interactive
Panel”
wording used
in
questionnaire
s for other
subjects.

Issue: Resources for Learning and Instruction

Issue: Organization of Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

261

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

(2018 Grade 8)

2019 item

D/A/
R/NC+
R

Rationale

NC

N/A

In sub-item A,
the word
“regularly”
has been
removed to
create
consistency
across similar
items in
multiple
subject
questionnaire
s.

Issue: Organization of Instruction

Issue: Teacher Preparation

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

262

2019 Operational Grade 8 Science Teacher
Previous item

(2018 Grade 8)

2019 item

D/A/
R/NC+
NC

Rationale
N/A

Issue: Resources for Learning and Instruction

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

263

Appendix K-2ab: Operational Grade 8 Science

264

VH240113

1. Which best describes your role in teaching science to this class? Select one circle.
A I do not teach science to this class.
B I teach all or most subjects, including science.
C The only subject I teach is science.
D We team teach, and I have primary responsibility for teaching science.

VH261160

2. How many students are in this class? Enter the number of students.

VH859314

3. In a typical week, how much time do you spend teaching science to the students
in this class? Enter the hours and minutes and include in-class time only.
hours and

minutes per week

VH639433

4. In this class, about how much time do you spend on each of the following areas of
science? Select one circle in each row.

a. Life science
b. Earth and space
science
c. Physical science
d. Engineering and
technology

No time

Very little
time

Some time

Quite a bit
of time

A lot of
time

A

B

C

D

E

VH639434

A

B

C

D

E

VH639436

A

B

C

D

E

VH639435

A

B

C

D

E

VH639437

265

VH639586

5. About how often do your science students do each of the following activities? Select
one circle in each row.

a. Work with other
students on a science
activity or project
b. Write about science
(e.g., papers, reports, or
student science
journals)
c. Watch you do a
science activity
d. Talk about the
measurements and
results from their
hands-on activities
e. Discuss the kinds of
problems that
engineers can solve
(e.g., how to build a
bridge or how to
collect energy from
the Sun)
f. Figure out different
ways to solve a science
problem
g. Present what they
have learned about
science

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH639589

A

B

C

D

E

VH639600

A

B

C

D

E

VH639856

A

B

C

D

E

VH639594

A

B

C

D

E

VH639597

A

B

C

D

E

VH639846

A

B

C

D

E

VH639593

266

VH640891

6. Thinking about your science class this year, how much emphasis did you place on
teaching your students each of the following skills? Select one circle in each row.

a. Developing good
research questions
b. Using drawings or
models to explain
events or phenomena
c. Coming up with
experiments or other
tests to answer a
scientific question
d. Organizing data into a
chart, graph, or
spreadsheet to test a
solution
e. Deciding when to use
quantitative versus
qualitative data
f. Generating
explanations based on
observations and
measurements
g. Evaluating the quality
of data
h. Teaching science ideas
to others (e.g.,
students or teachers)

No
emphasis

Very little
emphasis

Some
emphasis

Quite a bit
of emphasis

A lot of
emphasis

A

B

C

D

E

VH640901

A

B

C

D

E

VH640902

A

B

C

D

E

VH640903

A

B

C

D

E

VH640906

A

B

C

D

E

VH640907

A

B

C

D

E

VH640908

A

B

C

D

E

VH640909

A

B

C

D

E

VH640911

267

VH639520

7. To what extent are the following resources available to you in your school system
(including your school and school district)? Select one circle in each row.

a. Science textbooks (print or
online)
b. Science magazines and
books (print or online)
c. Supplies or equipment for
science labs or
demonstrations
d. Space to conduct science
labs
e. Computers for teachers’
use
f. Science kits
g. Scientific measurement
instruments (e.g.,
microscopes,
thermometers, beakers, or
weighing scales)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH639521

A

B

C

D

VH639522

A

B

C

D

VH639523

A

B

C

D

VH639525

A

B

C

D

VH639528

A

B

C

D

VH639531

A

B

C

D

VH639526

268

VH641306

8. To what extent do you use each of the following technological resources for science
instruction? Select one circle in each row.

a. Desktop or laptop
computer(s) (including
Chromebooks)
b. Tablet(s) (e.g., Surface Pro,
iPad, Kindle Fire)
c. Online content (e.g., online
software, podcasts, or
videos)
d. Interactive web spaces or
virtual classrooms (e.g.,
websites where students
can interact and share class
materials)
e. Interactive panel (e.g.,
SMART Board, Promethean
ActivPanel)

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH641307

A

B

C

D

VH641308

A

B

C

D

VH641309

A

B

C

D

VH641310

A

B

C

D

VH859326

VH241281

9. In your eighth-grade class, how often do your students use a computer or other
digital device to do each of the following activities? Select one circle in each row.
Never or
hardly ever
a. Conduct a search for
science information
b. Simulate a physical or
biological process or see
how something works (e.g.,
how planets orbit the Sun
or how gas expands)
c. Make a chart or graph that
shows results of a science
project

Once or twice Once or twice
a month
a week

Every day or
almost every
day

A

B

C

D

VH241282

A

B

C

D

VH241284

A

B

C

D

VH241283

269

VH639626

10. In this school year, how often do you meet with students one-on-one to give
feedback on their work and evaluate their progress in science?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day

VH639633

11. In this school year, how often do you do each of the following activities with
individual students to evaluate their progress in science? Select one circle in each row.

a. Discuss each student’s
current level of
performance with
them
b. Set goals for specific
progress the student
would like to make
c. Discuss progress the
student has made
toward goals
previously set
d. Determine how to
adjust your teaching
strategies to meet the
student’s current
learning needs

Never

About once
or twice a
year

About once
or twice a
month

About once Every day or
or twice a
almost
week
every day

A

B

C

D

E

VH639634

A

B

C

D

E

VH639635

A

B

C

D

E

VH639636

A

B

C

D

E

VH639637

270

VH641262

12. Suppose your students did very well on their last science test. How likely do you
think each of the following explanations is in this situation? Select one circle in each
row.

a. My students did well
because they studied
and were prepared.
b. My students did well
because they put in a
lot of effort.
c. My students did well
because they always
do well on tests.
d. My students did well
because I taught the
concepts well.
e. My students did well
because they guessed
well on the test.
f. My students did well
because they are just
good in science.

Not at all
likely

Not likely

Somewhat
likely

Quite likely

Extremely
likely

A

B

C

D

E

VH641273

A

B

C

D

E

VH641276

A

B

C

D

E

VH641277

A

B

C

D

E

VH641279

A

B

C

D

E

VH641281

A

B

C

D

E

VH641284

VH641332

13. In this school year, did your school offer any of the following supplemental
activities? Select one answer choice in each row.

a. Opportunities for students to work
together to solve problems in their
community or the world
b. Opportunities for students to engage in
group science activities
c. Opportunities for students to use scientific
instruments (e.g., thermometers,
microscopes, or telescopes)
d. Opportunities for students to participate in
science outreach programs (e.g.,
partnerships with colleges, museums, or
foundations)

Yes

No

A

B

VH641334

A

B

VH641338

A

B

VH641339

A

B

VH641341

271

Appendix K-2ac: Summary of Changes Operational Grade 4 NIES

272

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer

N/A

(2015 Grade 4)

(2015 Grade 4)

(2015 Grade 4)

(2015 Grade 4)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

273

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+

NC

(2015 Grade 4)
NC

Rationale
choice on
each row."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."
N/A

(2015 Grade 4)
NC

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the
item.

274

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in all
ovals that
apply." was
adapted to
“Select one
answer
choice on
each row."
N/A

N/A

(2015 Grade 4)

(2015 Grade 4)

NC

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

275

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

N/A

(2015 Grade 4)

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

276

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the
item.
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 4)

(2015 Grade 4)

NC

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

277

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+

(2015 Grade 4)
NC

Rationale
answer
choice on
each row."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 4)
NC

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

278

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

(2015 Grade 4)

NC

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

Rationale
Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the
item.
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

279

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 4)

(2015 Grade 4)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

280

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one or
more ovals."
was adapted

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 4)

(2015 Grade 4)
NC

(2015 Grade 4)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

281

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+

NC

(2015 Grade 4)
NC

Rationale
to “Select all
squares that
apply."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one or
more ovals."
was adapted
to “Select all
squares that
apply."
N/A

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 10

282

2019 Operational Grade 4 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale
N/A

(2015 Grade 4)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 11

283

Appendix K-2ad: Operational Grade 4 NIES

284

VH253874

1. Counting this year, how many years have you taught at this school? If less than 1
year total at this school, enter “01.”
Years

VH253877

2. How many students are currently in your class?
Students

VH241581

3. To what extent have you acquired knowledge, skills, and information specific to
teaching American Indian or Alaska Native students from each of the following
sources? Select one circle in each row.

a. Independent reading and
study
b. Your own personal or
family background and
experiences
c. Locally sponsored
American Indian or Alaska
Native cultural orientation
program
d. Living and working in an
American Indian or Alaska
Native community

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241584

A

B

C

D

VH241586

A

B

C

D

VH241585

A

B

C

D

VH241588

285

VH241590

4. To what extent have you acquired knowledge, skills, and information specific to
teaching American Indian or Alaska Native students from each of the following
types of classes? Select one circle in each row.

a. College courses, or other
classes or workshops with
a focus on teaching
American Indian or Alaska
Native students
b. College courses, or other
classes or workshops with
a general focus on various
cultures or diversity

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241592

A

B

C

D

VH241591

VH241593

5. During the last two years, how many times have you consulted each of the
following resources to help you improve the academic performance of your
American Indian or Alaska Native students? Select one circle in each row.

a. Online websites or
databases
b. Articles in professional
journals
c. Local libraries or cultural
centers
d. Other teachers in your
school
e. Elders or other experts

Never

1 or 2 times

3 or 4 times

5 or more
times

A

B

C

D

VH241594

A

B

C

D

VH241595

A

B

C

D

VH241596

A

B

C

D

VH241597

A

B

C

D

VH241598

286

VH240164

6. During the last two years, to what extent have you implemented culturally
specific instructional practices for American Indian or Alaska Native students in
your classroom?
A Not at all
B Small extent
C Moderate extent
D Large extent

VH240165

7. During the last two years, how many times have you attended professional or
community-based development programs (such as in-service classes and
workshops, including online classes) aimed at developing culturally specific
instructional practices for American Indian or Alaska Native students?

A Never
B 1 or 2 times
C 3 or 4 times
D 5 or more times

VH240166

8. To what extent have you implemented lessons learned from these professional or
community-based development programs in your classroom?
A Not at all
B Small extent
C Moderate extent
D Large extent

287

VH240167

9. Who sponsored the professional or community-based development programs you
attended in the last two years? Select all squares that apply.
A State
B District
C Tribal education department
D Indian education professional associations
E College or university
F Other (please specify):

VH240168

10. To what extent do you speak any of the native languages spoken by American
Indian or Alaska Native students who attend this school? If you know more than
one of these languages, answer for the one you know best.
A No knowledge or skill; nonspeaker
B Minimal functional or communicative ability; ability to use some words or phrases
C Moderate communicative ability; can express some ideas and communicate in some
situations, but limited and cannot always express ideas
D Fluent nonnative speaker
E Fluent native speaker

VH240169

11. To what extent do you use your students’ American Indian or Alaska Native
language(s) when you teach any core subject (reading, mathematics, science, and
social studies)?
A Instruction is entirely in English.
B Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included occasionally.
C Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included frequently.
D Instruction is primarily in the students’ American Indian or Alaska Native language(s).

288

VH241599

12. Have you received any of the following forms of preparation for teaching students
whose first language is not English (sometimes called Limited English Proficiency
[LEP] students or English Language Learners [ELL])? Select one circle in each row.

a. At least one college-level course on how to
teach students whose first language is not
English (but not a major, minor, or special
emphasis)
b. An undergraduate or graduate major,
minor, or special emphasis in teaching
English as a Second Language (ESL), English
Language Development (ELD), or Bilingual
Education
c. Any other training or professional
development on how to teach students
whose first language is not English

Yes

No

A

B

VH241600

A

B

VH241602

A

B

VH241601

289

VH241603

13. To what extent do you use the following to assess the progress of your American
Indian or Alaska Native students? Select one circle in each row.

a. State assessments
b. District assessments
c. Assessments developed by
American Indian or Alaska
Native organizations
d. Tests supplied by textbook
publishers (for example,
end of unit or chapter tests)
e. Teacher-made tests or
quizzes
f. Performance-based
assessments
g. Group projects
h. Oral responses of students
during class discussions
i. Assessments to evaluate
English language
proficiency

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241604

A

B

C

D

VH241605

A

B

C

D

VH241606

A

B

C

D

VH241607

A

B

C

D

VH241611

A

B

C

D

VH241612

A

B

C

D

VH241609

A

B

C

D

VH241610

A

B

C

D

VH241608

VH240170

14. Do you teach reading/language arts to grade 4 students?

A Yes
B No

290

VH241613

15. How often do you integrate materials about the following topics into your
reading/language arts lessons? Select one circle in each row.

a. American Indian or
Alaska Native culture
or history
b. Current issues
affecting American
Indian or Alaska
Native people or
communities

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241615

A

B

C

D

E

VH241614

VH241616

16. How often do you have your students do each of the following reading/language arts
activities? Select one circle in each row.

a. Read literature with
American Indian or
Alaska Native themes
b. Read literature by
American Indian or
Alaska Native authors
c. Read about, or discuss,
current issues of
concern to the
American Indian or
Alaska Native
community
d. Write about
experiences or issues
affecting American
Indian or Alaska
Native people
e. Write about their own
experiences as an
American Indian or
Alaska Native person

Never

At least
once a year

At least
once a
month

At least
once a week

Every day or
almost
every day

A

B

C

D

E

VH241617

A

B

C

D

E

VH241618

A

B

C

D

E

VH241621

A

B

C

D

E

VH241620

A

B

C

D

E

VH241619

291

VH241622

17. How much do you rely on each of the following documents in planning
reading/language arts lessons? Select one circle in each row.

a. Standards developed
by national
professional
organizations
b. State content
standards
c. District content
standards
d. American Indian or
Alaska Native content
or cultural standards

Not at all

A little

Some

A lot

Not aware
of any

A

B

C

D

E

VH241623

A

B

C

D

E

VH241626

A

B

C

D

E

VH241625

A

B

C

D

E

VH241624

VH240171

18. Do you teach mathematics to grade 4 students?

A Yes
B No

VH241627

19. How often do you integrate materials about the following topics into your
mathematics lessons? Select one circle in each row.

a. American Indian or
Alaska Native culture
or history
b. Current issues
affecting American
Indian or Alaska
Native people or
communities

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241629

A

B

C

D

E

VH241628

292

VH241630

20. How often do you have your students do each of the following mathematics
activities? Select one circle in each row.

a. Solve mathematics
problems that reflect
situations found in
American Indian or
Alaska Native
communities
b. Participate in
activities that
integrate mathematics
with American Indian
or Alaska Native
themes (for example,
use traditional
symbols and designs to
teach geometric
concepts)
c. Study traditional
American Indian or
Alaska Native
mathematics (for
example, American
Indian or Alaska
Native systems of
counting, estimating,
and recording
quantities)
d. Study mathematics
within traditional
American Indian or
Alaska Native
contexts (for example,
American Indian or
Alaska Native systems
of astronomy and
physics)

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241631

A

B

C

D

E

VH241634

A

B

C

D

E

VH241633

A

B

C

D

E

VH241632

293

VH241635

21. How much do you rely on each of the following documents in planning
mathematics lessons? Select one circle in each row.
Not at all

A little

Some

A lot

Not aware
of any

A

B

C

D

E

VH241636

A

B

C

D

E

VH241639

A

B

C

D

E

VH241638

A

B

C

D

E

VH241637

a. Standards developed
by national
professional
organizations
b. State content
standards
c. District content
standards
d. American Indian or
Alaska Native content
or cultural standards

VH241640

22. How much do you agree with each of the following statements about the materials
available in your school library, media center, or resource center? Select one circle in
each row.

a. The number of books and
materials available for 4th
grade students is sufficient.
b. The quality of the books
and materials available for
4th grade students is
satisfactory.
c. The number of books and
materials specific to
American Indian and
Alaska Native culture
available for 4th grade
students is sufficient.
d. The quality of the books
and materials specific to
American Indian and
Alaska Native culture
available for 4th grade
students is satisfactory.

Strongly
disagree

Disagree

Agree

Strongly agree

A

B

C

D

VH241641

A

B

C

D

VH241644

A

B

C

D

VH241643

A

B

C

D

VH241642

294

VH241645

23. To what extent is each of the following a problem in your school? Select one circle in
each row.

a.
b.
c.
d.
e.
f.
g.
h.
i.

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241646

A

B

C

D

VH241647

A

B

C

D

VH241648

A

B

C

D

VH241656

A

B

C

D

VH241652

A

B

C

D

VH241653

A

B

C

D

VH241654

A

B

C

D

VH241655

A

B

C

D

VH241651

Student absenteeism
Student tardiness
Student health problems
Student misbehavior in
class
Physical conflicts among
students
Bullying
Low student aspirations
Low teacher expectations
Low family involvement

VH240385

24. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

VH240378

25. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native (Print the name of your American Indian tribe or Alaska
Native group below. You may indicate more than one tribe or group.)
E Native Hawaiian or other Pacific Islander

295

VH242885

26. What have you found to be the most effective teaching and learning strategies for
increasing the achievement of your American Indian or Alaska Native students?

296

VH242886

27. In the space below, please share with us your thoughts about any other important
issue(s) about your students, school, or community that are related to student
academic performance, student aspirations, or other educational matters.

297

Appendix K-2ae: Summary of Changes Operational Grade 8 NIES

298

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

N/A

(2015 Grade 8)

(2015 Grade 8)

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

299

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

(2015 Grade 8)
NC

Rationale
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."
N/A

(2015 Grade 8)
NC

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 2

Please note
that no
content
changes were
made to the
item but the
skip pattern
text was
removed
from the
item.

300

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in all
ovals that
apply.” was
adapted to
“Select all
squares that
apply."
N/A

N/A

(2015 Grade 8)

(2015 Grade 8)

NC

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 3

301

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

(2015 Grade 8)
NC

Rationale
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)
NC

(2015 Grade 8)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 4

Please note
that no
content
changes were
made to the
item but the
skip pattern
302

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale

NC

text was
removed
from the
item.
N/A

NC

N/A

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 5

303

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."
Please note
that no
content
changes were
made to the
item but the

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)
NC

(2015 Grade 8)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 6

304

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+

Rationale

NC

skip pattern
text was
removed
from the
item.
N/A

NC

N/A

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 7

305

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)
+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 8

306

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

NC

N/A

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)

(2018 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 9

307

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one or
more ovals."
was adapted
to “Select all
squares that
apply."
The in-line
direction was
adapted from
PBA to DBA:
"Fill in one or
more ovals."
was adapted
to “Select all
squares that
apply."

The in-line
direction was
adapted from
PBA to DBA:
"Fill in one
oval on each
line." was
adapted to
“Select one
answer
choice on
each row."

(2015 Grade 8)

(2015 Grade 8)

NC

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 10

308

2019 Operational Grade 8 National Indian Education Study (NIES) Teacher
Previous item

2019 item

D/A/
R/NC+
NC

Rationale

NC

N/A

N/A

(2015 Grade 8)

(2015 Grade 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 11

309

Appendix K-2af: Operational Grade 8 NIES

310

VH253874

1. Counting this year, how many years have you taught at this school? If less than 1
year total at this school, enter “01.”
Years

VH241581

2. To what extent have you acquired knowledge, skills, and information specific to
teaching American Indian or Alaska Native students from each of the following
sources? Select one circle in each row.

a. Independent reading and
study
b. Your own personal or
family background and
experiences
c. Locally sponsored
American Indian or Alaska
Native cultural orientation
program
d. Living and working in an
American Indian or Alaska
Native community

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241584

A

B

C

D

VH241586

A

B

C

D

VH241585

A

B

C

D

VH241588

VH241590

3. To what extent have you acquired knowledge, skills, and information specific to
teaching American Indian or Alaska Native students from each of the following
types of classes? Select one circle in each row.

a. College courses, or other
classes or workshops with
a focus on teaching
American Indian or Alaska
Native students
b. College courses, or other
classes or workshops with
a general focus on various
cultures or diversity

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241592

A

B

C

D

VH241591

311

VH241593

4. During the last two years, how many times have you consulted each of the
following resources to help you improve the academic performance of your
American Indian or Alaska Native students? Select one circle in each row.

a. Online websites or
databases
b. Articles in professional
journals
c. Local libraries or cultural
centers
d. Other teachers in your
school
e. Elders or other experts

Never

1 or 2 times

3 or 4 times

5 or more
times

A

B

C

D

VH241594

A

B

C

D

VH241595

A

B

C

D

VH241596

A

B

C

D

VH241597

A

B

C

D

VH241598

VH240164

5. During the last two years, to what extent have you implemented culturally
specific instructional practices for American Indian or Alaska Native students in
your classroom?
A Not at all
B Small extent
C Moderate extent
D Large extent

VH240165

6. During the last two years, how many times have you attended professional or
community-based development programs (such as in-service classes and
workshops, including online classes) aimed at developing culturally specific
instructional practices for American Indian or Alaska Native students?

A Never
B 1 or 2 times
C 3 or 4 times
D 5 or more times

312

VH240166

7. To what extent have you implemented lessons learned from these professional or
community-based development programs in your classroom?
A Not at all
B Small extent
C Moderate extent
D Large extent

VH240167

8. Who sponsored the professional or community-based development programs you
attended in the last two years? Select all squares that apply.
A State
B District
C Tribal education department
D Indian education professional associations
E College or university
F Other (please specify):

VH240168

9. To what extent do you speak any of the native languages spoken by American
Indian or Alaska Native students who attend this school? If you know more than
one of these languages, answer for the one you know best.
A No knowledge or skill; nonspeaker
B Minimal functional or communicative ability; ability to use some words or phrases
C Moderate communicative ability; can express some ideas and communicate in some
situations, but limited and cannot always express ideas
D Fluent nonnative speaker
E Fluent native speaker

313

VH241599

10. Have you received any of the following forms of preparation for teaching students
whose first language is not English (sometimes called Limited English Proficiency
[LEP] students or English Language Learners [ELL])? Select one circle in each row.

a. At least one college-level course on how to
teach students whose first language is not
English (but not a major, minor, or special
emphasis)
b. An undergraduate or graduate major,
minor, or special emphasis in teaching
English as a Second Language (ESL), English
Language Development (ELD), or Bilingual
Education
c. Any other training or professional
development on how to teach students
whose first language is not English

Yes

No

A

B

VH241600

A

B

VH241602

A

B

VH241601

314

VH241603

11. To what extent do you use the following to assess the progress of your American
Indian or Alaska Native students? Select one circle in each row.

a. State assessments
b. District assessments
c. Assessments developed by
American Indian or Alaska
Native organizations
d. Tests supplied by textbook
publishers (for example,
end of unit or chapter tests)
e. Teacher-made tests or
quizzes
f. Performance-based
assessments
g. Group projects
h. Oral responses of students
during class discussions
i. Assessments to evaluate
English language
proficiency

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241604

A

B

C

D

VH241605

A

B

C

D

VH241606

A

B

C

D

VH241607

A

B

C

D

VH241611

A

B

C

D

VH241612

A

B

C

D

VH241609

A

B

C

D

VH241610

A

B

C

D

VH241608

VH240172

12. Do you teach reading/language arts to grade 8 students?

A Yes
B No

315

VH240173

13. How many students are American Indian or Alaska Native in your
reading/language arts class? (Include both enrolled tribal members and descendants
in your calculations.)
A Few (less than 5)
B Several, but less than half the class
C At least half the class, but not every student
D The whole class
E I don’t know.

VH240174

14. To what extent do you use your students’ American Indian or Alaska Native
language(s) when you teach reading/language arts?
A Instruction is entirely in English.
B Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included occasionally.
C Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included frequently.
D Instruction is primarily in the students’ American Indian or Alaska Native language(s).

VH241613

15. How often do you integrate materials about the following topics into your
reading/language arts lessons? Select one circle in each row.

a. American Indian or
Alaska Native culture
or history
b. Current issues
affecting American
Indian or Alaska
Native people or
communities

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241615

A

B

C

D

E

VH241614

316

VH241616

16. How often do you have your students do each of the following reading/language arts
activities? Select one circle in each row.

a. Read literature with
American Indian or
Alaska Native themes
b. Read literature by
American Indian or
Alaska Native authors
c. Read about, or discuss,
current issues of
concern to the
American Indian or
Alaska Native
community
d. Write about
experiences or issues
affecting American
Indian or Alaska
Native people
e. Write about their own
experiences as an
American Indian or
Alaska Native person

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241617

A

B

C

D

E

VH241618

A

B

C

D

E

VH241621

A

B

C

D

E

VH241620

A

B

C

D

E

VH241619

317

VH241622

17. How much do you rely on each of the following documents in planning
reading/language arts lessons? Select one circle in each row.

a. Standards developed
by national
professional
organizations
b. State content
standards
c. District content
standards
d. American Indian or
Alaska Native content
or cultural standards

Not at all

A little

Some

A lot

Not aware
of any

A

B

C

D

E

VH241623

A

B

C

D

E

VH241626

A

B

C

D

E

VH241625

A

B

C

D

E

VH241624

VH240175

18. Do you teach mathematics to grade 8 students?

A Yes
B No

VH240176

19. How many students are American Indian or Alaska Native in your mathematics
class? (Include both enrolled tribal members and descendants in your calculations.)
A Few (less than 5)
B Several, but less than half the class
C At least half the class, but not every student
D The whole class
E I don’t know.

318

VH240177

20. To what extent do you use your students’ American Indian or Alaska Native
language(s) when you teach mathematics?
A Instruction is entirely in English.
B Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included occasionally.
C Instruction is primarily in English, but words or phrases from the students’ American Indian
or Alaska Native language(s) are included frequently.
D Instruction is primarily in the students’ American Indian or Alaska Native language(s).

VH241627

21. How often do you integrate materials about the following topics into your
mathematics lessons? Select one circle in each row.

a. American Indian or
Alaska Native culture
or history
b. Current issues
affecting American
Indian or Alaska
Native people or
communities

Never

At least
once a year

At least
once a
month

At least
once a week

Every day or
almost
every day

A

B

C

D

E

VH241629

A

B

C

D

E

VH241628

319

VH241630

22. How often do you have your students do each of the following mathematics
activities? Select one circle in each row.

a. Solve mathematics
problems that reflect
situations found in
American Indian or
Alaska Native
communities
b. Participate in
activities that
integrate mathematics
with American Indian
or Alaska Native
themes (for example,
use traditional
symbols and designs to
teach geometric
concepts)
c. Study traditional
American Indian or
Alaska Native
mathematics (for
example, American
Indian or Alaska
Native systems of
counting, estimating,
and recording
quantities)
d. Study mathematics
within traditional
American Indian or
Alaska Native
contexts (for example,
American Indian or
Alaska Native systems
of astronomy and
physics)

Never

At least
once a year

At least
once a
month

Every day or
At least
almost
once a week every
day

A

B

C

D

E

VH241631

A

B

C

D

E

VH241634

A

B

C

D

E

VH241633

A

B

C

D

E

VH241632

320

VH241635

23. How much do you rely on each of the following documents in planning
mathematics lessons? Select one circle in each row.
Not at all

A little

Some

A lot

Not aware
of any

A

B

C

D

E

VH241636

A

B

C

D

E

VH241639

A

B

C

D

E

VH241638

A

B

C

D

E

VH241637

a. Standards developed
by national
professional
organizations
b. State content
standards
c. District content
standards
d. American Indian or
Alaska Native content
or cultural standards

VH241657

24. How much do you agree with each of the following statements about the materials
available in your school library, media center, or resource center? Select one circle in
each row.

a. The number of books and
materials available for 8th
grade students is sufficient.
b. The quality of the books
and materials available for
8th grade students is
satisfactory.
c. The number of books and
materials specific to
American Indian and
Alaska Native culture
available for 8th grade
students is sufficient.
d. The quality of the books
and materials specific to
American Indian and
Alaska Native culture
available for 8th grade
students is satisfactory.

Strongly
disagree

Disagree

Agree

Strongly agree

A

B

C

D

VH241658

A

B

C

D

VH241661

A

B

C

D

VH241660

A

B

C

D

VH241659

321

VH240178

25. About how many of your grade 8 students will complete the 8th grade?
A None
B A few
C Some
D Most
E All
F I don’t know.

VH240179

26. About how many of your grade 8 students will be prepared for high school?
A None
B A few
C Some
D Most
E All
F I don’t know.

322

VH241645

27. To what extent is each of the following a problem in your school? Select one circle in
each row.

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.

Student absenteeism
Student tardiness
Student health problems
Teen pregnancies
Drug or alcohol use by
students
Student misbehavior in
class
Physical conflicts among
students
Bullying
Low student aspirations
Low teacher expectations
Low family involvement

Not at all

Small extent

Moderate
extent

Large extent

A

B

C

D

VH241646

A

B

C

D

VH241647

A

B

C

D

VH241648

A

B

C

D

VH241649

A

B

C

D

VH241650

A

B

C

D

VH241656

A

B

C

D

VH241652

A

B

C

D

VH241653

A

B

C

D

VH241654

A

B

C

D

VH241655

A

B

C

D

VH241651

VH240385

28. Are you Hispanic or Latino? Select all squares that apply.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.

323

VH240378

29. Which of the following best describes you? Select all squares that apply.
A White
B Black or African American
C Asian
D American Indian or Alaska Native (Print the name of your American Indian tribe or Alaska
Native group below. You may indicate more than one tribe or group.)

E Native Hawaiian or other Pacific Islander

VH242885

30. What have you found to be the most effective teaching and learning strategies for
increasing the achievement of your American Indian or Alaska Native students?

324

VH242886

31. In the space below, please share with us your thoughts about any other important
issue(s) about your students, school, or community that are related to student
academic performance, student aspirations, or other educational matters.

325

Appendix K-2ag: Summary of Changes Operational Grade 4 & 8
CAFS

326

2019 Operational Grade 4 and 8 Computer and Familiarity Study (CAFS) Teacher
Previous item

2019 item

N/A

D/A/
R/NC+
A

N/A

A

Rationale
The CAFS
teacher items
were added
to provide
contextual
information
on the
computer and
familiarity
study. This
will also
supplement
the
information
that is already
being
collected
through the
student
items.
The CAFS
teacher items
were added
to provide
contextual
information
on the
computer and
familiarity
study. This
will also
supplement
the
information
327

2019 Operational Grade 4 and 8 Computer and Familiarity Study (CAFS) Teacher
Previous item

2019 item

D/A/
R/NC+

N/A

A

N/A

A

Rationale
that is already
being
collected
through the
student
items.
The CAFS
teacher items
were added
to provide
contextual
information
on the
computer and
familiarity
study. This
will also
supplement
the
information
that is already
being
collected
through the
student
items.
The CAFS
teacher items
were added
to provide
contextual
information
on the
computer and
328

2019 Operational Grade 4 and 8 Computer and Familiarity Study (CAFS) Teacher
Previous item

N/A

2019 item

D/A/
R/NC+

A

Rationale
familiarity
study. This
will also
supplement
the
information
that is already
being
collected
through the
student
items.
The CAFS
teacher items
were added
to provide
contextual
information
on the
computer and
familiarity
study. This
will also
supplement
the
information
that is already
being
collected
through the
student
items.

329

Appendix K-2ah: Operational Grade 4 & 8 CAFS

330

VH871769

1. There are various ways that digital technology can be used as part of instruction.
Please indicate how often you use/assign activities that require your students to use
digital technology when they participate in the following learning contexts. Select one
circle in each row.
Never

Rarely

Sometimes

Often

Very Often

A

B

C

D

E

VH871772

A

B

C

D

E

VH871773

A

B

C

D

E

VH871774

A

B

C

D

E

VH871775

a. In-class work in which
the whole class
participates
b. In-class work done in
small groups
c. In-class work done
individually
d. Homework (individual
or small group)

VH871776

2. Digital technology can be used to support students with differing learning needs.
Please indicate how often you use digital technology for the following purposes. Select
one circle in each row.

a. To provide
additional practice
for low-performing
students
b. To extend learning
opportunities for
high-performing
students
c. To provide a
modification or
accommodation to
comply with
an IEP
d. To provide support
for students who
are
English-language
learners (e.g.,
digital dictionaries)

Not
Applicable

Never

Rarely

Sometimes

Often

Very
Often

A

B

C

D

E

F

VH871777

A

B

C

D

E

F

VH871778

A

B

C

D

E

F

VH871779

A

B

C

D

E

F

VH871780

331

VH891213

3. Do you teach any low-performing students?
A Yes
B No

VH871791

4. When you assign additional practice for low-performing students, how often do your
low-performing students complete these assignments using the following
tools? Select one circle in each row.
Not
Available

Never

Rarely

Sometimes

Often

Very
Often

A

B

C

D

E

F

VH871792

A

B

C

D

E

F

VH871793

A

B

C

D

E

F

VH871794

A

B

C

D

E

F

VH871796

a. Paper and pencil
b. Desktop or laptop
computer
c. Tablet
d. Smartphone

VH871799

5. When you assign additional practice for low-performing students, which of the
above are your low-performing students most likely to use?
A Paper and pencil
B Desktop computer
C Laptop computer
D Tablet
E Smartphone
F I do not have any low-performing students.

332

Appendix K-2ai: Summary of Changes Operational Grade 4, 8
& 12 Giving Back

333

2019 Operational Grade 4 and 8 Giving Back Teacher
Previous item

2019 item

D/A/
R/NC+
R

Rationale

R

The item was
revised to
accommodat
e system
changes.

The item was
revised to
accommodat
e system
changes.

(2018 Grade 4 and 8)

(2018 Grade 4 and 8)

+ This column indicates whether the item was dropped (D), added (A), revised (R), or there was no change (NC).

Page 1

Appendix K-2aj: Operational Grade 4, 8 & 12 Giving Back

330

1. Would you like to sign up for special access to preliminary information regarding
teachers and schools across the nation?

Example Question
In 2017, 75% of reading teachers used readingrelated websites or apps as supplemental resources
when teaching English/language arts.

___ Yes, I want access to preliminary information regarding teachers and schools across
the nation.

2. What type of analyses do you want to do based on feedback?
a. How other teachers and school administrators across the nation responded to this
questionnaire
b. How other teachers and school administrators in my state responded to this
questionnaire
c. What resources for learning and instruction are available to and used by teachers
and school administrators
d. How instruction for different subjects is organized in classrooms
e. The type of training and education received by teachers across the nation
f. Technology infrastructure that is available for students, teachers, and school
administrators
g. Information about enrollment and absenteeism in schools across the nation
h. How students across the nation performed on the assessment
i. How students in my state performed on the assessment
j. Other information not listed above (Please specify): __________

331