1. Anonymous Survey Consent  

Research Participant Informed Consent and Privacy Authorization Form for Web Survey

Title: System Evaluation of Funding Models for Student Learning Resources and English Language Learners? Achievement in Reading in Washington State.

Principal Investigator: Rosemary R. Reigle

Date: February 5, 2005

You are invited to participate in the above referenced research project. This research is being conducted by Rosemary R. Reigle, a doctoral student at Argosy University, Department of Education, as partial fulfillment of her dissertation requirements. It is hoped that the findings from this research will determine if there is a direct relationship between Washington State's funding models for student learning resources and ELL student achievement in Reading. The study will aid in uncovering potential problems and issues that may be associated with ELL students? low-test scores in Reading in Washington State.

This survey is not designed to gather specific information from which findings and conclusion will be extracted, rather survey questions are purposely global in nature and designed to garner general information that will support the researcher interpretative analysis of documents taken from the Washington State Office of Superintendent of Public Instruction's Web Site and other educational, administrative, and legal documents that may be reviewed by the researcher.

You are a volunteer. If you agree to be in this study, you will be asked to go to the web survey provided via the link on your e-mail and answer the questions. You may quit the survey at any time without fear of penalty or exposure. You are not obligated to respond to all questions. You may respond to the questions of your choice.

If you take part in this web survey anonymity of your responses is guaranteed. You must be aware however, that your name and e-mail address will appear on the researcher's computer system as a potential respondent. The researcher will protect your privacy however, by the immediate deletion of the e-mail from the researcher's "sent" folder.

A Certificate of Confidentiality is inclusive in this authorization form. This document protects the study data. It also protects your privacy from federal, state, or local courts or public agencies? action. The researcher will not give out information regarding the e-mails or responses to a court or public agency.

Argosy University, Sarasota Institutional Review Board reviews all human research studies. It protects the rights and welfare of the people taking part in those studies. You may contact the IRB if you have any questions about your rights as a participant or if you think you have been treated unfairly:

Dr. George Reid
Argosy University/Sarasota
5250 17th Street
Sarasota, FL 34235
941-379-0404
800-331-5995
Fax: 941-371-8910

If you have questions directly related to the study you may contact the principal investigator at: 1-360-458-2346 or via e-mail: rosemary10@earthlink.net.

There is no conflict of interest in this study for the researcher. The researcher is currently employed by the State of Washington as a higher education instructor while working on both her doctoral dissertation and K-12 certification with English and ESL endorsements. The researcher has nothing to gain by undertaking this study other than determining if there is a direct relationship between Washington State's funding models for student learning resources and ELL student achievement in Reading. There is no conflict of interest in this study for the respondents. The researcher cannot make promises of added financial resources or professional promotions to the respondents. You will not be paid for your participation.

Other than the time spent responding to the survey, there is no cost to participate.

The benefit to participating in this web survey is that you will be given the opportunity to play a leading role in determining if there is a direct relationship between Washington State's funding models for student learning resources and ELL student achievement in Reading.

You do not have to take part in this study. If you do not want to be a respondent, do not respond to the request. Delete the e-mail from your computer.

Students, regardless of age or grade level, are not part of this study.

By submitting the survey to the researcher, you:
1. Understand the information given to you in this form.
2. You accept the provisions in the form.
3. You agree to join the study.
4. Understand that you will not give up any legal rights.

Thank you for your participation.
 
1. Please list your teaching endorsements.
 Total Respondents  
102
(skipped this question)   10
1. Early Childhood Education
2. K-12
3. Reading K-12 History 4-12 Elementary K-8 Choral and General Music K-12
4. Spanish K-12 Reading K-12 Elementary K-8
5. Spanish Bilingual ESL
6. K-12 Continuing
7. K-8
8. English, French, Anthropology, Social Studies
9. B.A. 1973 Elem Ed and Spanish M.A. 2004 Engl - Tching ESL
10. Elementary Education P.E. and Health
11. Reading Language arts Speech Communication
12. Elementary Ed. Early Education
13. k-8 Elementary 4-12 Psychology
14. BaEd Elementary Education with a minor in special education MaEd ESL/Bilingual Ed MaEd School Administration
15. K-8 Early Childhood K-12 Reading
16. K-12 Special Ed.
17. K-8 Elementary Education 4-12 Language Arts
18. Language Arts Social Studies
19. ESL Social Studies K-8 Elementry Ed.
20. k-8 gen ed
21. English, Psychology, K-8, and Masters in Education
22. K-12 Spanish ELL
23. middle school and high school language arts
24. BA+90
25. K-8 General Education K-12 Reading 4-12 Sociology
26. Elementary Education
27. K-12 Reading K-8 Elementary Education P-3 Early Childhood
28. Health & Fitness Endorsement Professional Certificate
29. 7-12 English 4-12 PE
30. English 7-12 Language Arts 4-12 Phys Ed 7-12
31. K-8 Elementary Ed K-12 ESL
32. Elementary Education K-* Language Arts
33. ESL Spanish Elementary Education, K-8
34. History and English, 7-12
35. K-12 all subjects Special Education Reading Resource Specialist
36. I've taught for 26 years. I have a double major in Elementary Education, Reading, Physical Education. Master's in Spec. Ed./Reading. No endorsements, too old:)
37. Elementary Ed K-8 Special Education P-12
38. Reading Elementary Education
39. K-* Elementary Ed. 4-12 Social Studies K-2 ESL
40. none
41. English/LaAnguage Arts and Special Education
42. I started before endorsements were an option. I am certified K-12 in WA.
43. Early childhood Elementary education working on reading endorsement
44. English ESL German
45. elementary
46. k-8 general ed special education K- age 21 early childhood education endorsement
47. K-12 reading K-12 biology K-12 geography general enducation
48. K-12 certificate General Education Masters in Administrative Education
49. Elementary Education Spanish BilingualEducation ESL
50. English Reading
51. Bachelor of Arts in Educ. Plus another three years
52. Elementary Education
53. Reading
54. BA Masters
55. elementary education with social studies endorsement
56. K-12 General certificate
57. Health & Fitness Reading Secondary & Elementary Endorsements
58. Special education K-12 Elementary education K-8 Principal P-12
59. BA in ESL MA in Educ Technology Endorsed in gen ed 1-12, Spanish, tech
60. K, English, Early Childhood, Elem. Ed
61. Elementary Edu. K-8 History
62. Spanish - Secondary English - Secondary Reading Elementary Education
63. ESL English Literature Reading
64. Standard certificate K-12
65. Elementary K-8 History 4-12
66. K-12 Teacher K-12 Special Education-Learning Disablities and Emotionally Disturbed Students K-12 Speech Pathologist ( Master Degree) I recieved my degree's from St. Louis Missouri and then moved to Washington. I had to take some classes and then obtaned by Washington Certificatication.
67. test
68. Art ESL
69. art early childhood education
70. ESL Bilingual Education Spanish English
71. Humanities 5-8 Social Studies 4-12
72. Certified but not current in Washington
73. Sociology Elementary Education
74. Early Childhood Education Elementary Education ESL K-12
75. English, LA, general ed k-8
76. Art Elementary Education English English as a Second Language
77. K-8 Elementary Education
78. Reading k-12 Elementary k-8
79. Masters in Teaching, K-8
80. k-8 elementary ed 4-12 sociology
81. K-8
82. Elementary Education Early Childhood Education Anthropology English
83. sfdsf
84. K-8
85. elem ed psychology
86. English 4-12 History 4-12 Reading K-12
87. Foreign Language - Spanish, Bilingual Education, TESL
88. Elementary Kindergarten Your survey wouldn't let me go on unless I answered #4 which doesn't pertain to me so pay no attention to it.
89. Special Education Elementary Education English
90. General Education K-8 Spanish 4-12 FYI-#4 should have no response, but the asterisk required it.
91. English 4-12 History 4-12 Social Studies 4-12
92. ECE
93. History,ESL,French,Special Ed, Reading M.Ed.- Reading Specialist
94. ELL
95. English and social studies
96. Elementary, Spanish
97. Spanish, English, K-12
98. Reading endorsement Elementary K-12 Certificate
99. Early Childhhod and K-8
100. English and Language arts
101. 7-12 English and Reading Endoresement K-12
102. English German
2. What is your employment status?
  Response Percent Response Total
    Full time
92.8% 103
    Part time
7.2% 8
Total Respondents   111
(skipped this question)   1
3. For part-time Instructors only. I work:
  Response Percent Response Total
    Less than 8 hours per week
47.8% 11
    5-8 hours per week
26.1% 6
    1-5 hours per week
26.1% 6
Total Respondents   23
(skipped this question)   86
4. How many years have you been teaching ELL students?
  Response Percent Response Total
    Less than 1 year
6.4% 7
    1 year
0.9% 1
    2 years
5.5% 6
    3 years
8.2% 9
    4 years
6.4% 7
    More than 4 years
72.7% 80
Total Respondents   110
(skipped this question)   2
5. Specify your educational background:
  Response Percent Response Total
    Bachelor
37.4% 37
    Master
61.6% 61
    Doctorate
1% 1
Total Respondents   99
(skipped this question)   13
6. Are you fluent in any other language besides English?
  Response Percent Response Total
    Yes
25.2% 27
    No
74.8% 80
Total Respondents   107
(skipped this question)   5
7. If yes, please identify the languages in which you are fluent.
 Total Respondents  
54
(skipped this question)   58
1. asl
2. Spanish
3. Spanish Portuguese
4. Spanish, French
5. spamish
6. Vietnamese and english
7. spanish
8. I know some Spanish.
9. Spanish
10. Spanish
11. Spanish
12. Spanish
13. Spanish
14. spanish
15. Spanish
16. conversational fluency in German
17. I did complete 4 years of french
18. Spanish
19. Spanish
20. Spanish
21. none
22. Spanish
23. None
24. ytest
25. x
26. no other languages
27. Not Applicable
28. Some Spanish Some French
29. N/A
30. English, some Spanish
31. n/a
32. Spanish
33. none
34. does not apply
35. Not fluent, but can speak some spanish
36. I speak German, but am not fluent
37. None
38. I understand both Spanish and French, but speak them both with extreme limitations.
39. Spanish
40. Spanish
41. English---- again, your survey will not let me go on unless I answer all questions. If I am not a speaker of a second language, then #10 and 11 do not pertain, so again, disregaurd them.
42. no
43. Spanish
44. n/a
45. na
46. Adequate in Spanish, French
47. Spanish, Russian
48. reading ability in Spanish
49. Spanish
50. My answer is "no."
51. N/A
52. I answered no
53. I took four years of French and have started to teach myself Spanish in the past few years. I consider myself better than a beginner.
54. German
8. Are the ELL students you teach speakers of your second language?
  Response Percent Response Total
    Yes
41.2% 35
    No
58.8% 50
Total Respondents   85
(skipped this question)   23
9. If the answer is no, please identify the language(s) that you students speak.
 Total Respondents  
68
(skipped this question)   44
1. I have 3 bilingual students who can speak Spanish and English.
2. Spanish
3. English only.
4. Ukranian Vietnemese Spanish
5. English
6. n/a
7. My students speak English, Spanish, and one student who speaks Russian
8. No ELL students
9. Russian, Spanish, Ukranian
10. Ukrainian Russian Laotian Mandarin Chinese Korean Spanish
11. Englis
12. Spanish
13. Spanish
14. russian spanish
15. 14 different languages Ukrainian Russian Mandarin Spanish Tagalog These are the major groups
16. N/A - I am a Reading Teacher, not ELL teacher and we do not have an ESL program at my school.
17. Pashto Hindi Amharic Tigrinya Ukranian Somali Spanish Vietnamese Krio
18. Spanish, Korean, Vietnamese, Chinese
19. English
20. Ukranian Spanish
21. English
22. Spanish
23. Spanish
24. English
25. Ukranian
26. I have no ELL students in my class.
27. Some also speak Russian, Ukrainian and various other languages, but mostly Spanish.
28. I am not a ELL teacher, but teach students who have exited the program. I have students from Bosnia, Korea and Vietnam.
29. Spanish
30. Spanish
31. Korean, Spanish, Chinese, and 15 others
32. You have a typo in this question. My ELL students are native Spanish speakers.
33. I do not have ELL students. We send ours to another school in the district that has an ELL program.
34. yes
35. ----NA----
36. English
37. -
38. Chineese Tagola Korean Russian Many of the Phillipine Languages Swahili Spanish Please understand we are a ESL school
39. test
40. x
41. Phillipine
42. Not Applicable
43. Not teaching students but working with them on the school grounds
44. N/A
45. Answer was no
46. erdu (sic), russian, chinese (mandarin)
47. Spanish
48. none
49. Does not apply
50. I speak SOME spanish. I am able to better help those students who speak spanish. There are many home languages other than English represented in my classroom. I have no "zero" level students, meaning students who are not able to speak english at all or who are just beginning to learn it. I have a variety of English Language Learners, or those who have been tested and need additional English Language Instruction. For those students who are receiving ELL support, the languages are: Vietnamese, Kiswahili, and Russian. However, I have MANY students in my classroom who speak a language other than English at home. These students are proficient English speakers at school so they do not need additional support in ELL. Just to give you an idea of the variety of languages spoken at home in my classroom, I will try to list them all: Vietnamese, Kiswahili, Russian, Arabic, Pushtou Usdu--from Pakistan (spelling?), Tagalog (Phillippines)
51. Albanian, Cambodian, Japanese, Spanish, Togo, etc.
52. Spanish Vietnamese Ethiopian
53. I do not teach ELL students - I'm a Title One teacher.
54. I speak English and Spanish, but have some students whose primary language is Cambodian.
55. Spanish
56. Spanish
57. I did not mean to check #10- I do not speak a second language
58. y
59. Spanish
60. na
61. Most speak Spanish
62. n/a
63. filling in blanks so the survey will go.
64. My answer is "yes."
65. I don't speak a second language
66. Russian
67. Korean, Japanese, Chinese
68. Korean Serbian
10. Are you a member of a TESOL organization (local TESOL, state TESOL, regional TESOL, and/or International TESOL)?
  Response Percent Response Total
    Yes
6.5% 6
    No
93.5% 87
Total Respondents   93
(skipped this question)   19
11. How many years have you specifically taught Reading in Washington State?s ESL Program?
  Response Percent Response Total
    Less than 1 year
44.1% 30
    1 year
5.9% 4
    2 years
11.8% 8
    3 years
1.5% 1
    4 years
5.9% 4
    More than 4 years
30.9% 21
Total Respondents   68
(skipped this question)   42
12. Do you use a textbook to teach Reading?
  Response Percent Response Total
    Yes
46.9% 38
    No
53.1% 43
Total Respondents   81
(skipped this question)   30
13. Do you have enough textbooks for each student to have his/her own?
  Response Percent Response Total
    Yes
68.5% 50
    No
31.5% 23
Total Respondents   73
(skipped this question)   37
14. If the answer is no, please explain.
 Total Respondents  
53
(skipped this question)   59
1. There were not enough purchased at the time of adoption, and we do not have the funds at this time to fill out the set.
2. We use a non-text book curriculum with our ELL learners involving trade books and specifically designed lessons for second language learners. The two programs we use are Scholastics Transitions and Into English.
3. I use Quick Reads for fluency. I have enough for all students at all levels
4. I do not teach reading, only math
5. I use a literature based approach - no textbooks as a specific teaching tool. Also, I am not an ESL teacher; just regular classroom.
6. We use novels and packets.
7. I don't teach ESL
8. I teach kindergarten and we do not use text books.
9. sometimes their not enough reading books so we share when we are reading the stories.
10. I do not teach ELL
11. Due to budget constraints, I have one set for the classroom - the students share
12. We have trade books to teach guided level groups during our reading blocks at student's individual levels, but we also have class sets to meet standards for our grade level in reading.
13. I teach different curriculum different years, so sometimes I teach with a textbook and sometimes I don't. (I often have the same students two years in a row.)
14. We have one reading text per two students. We are in the process of piloting this text.
15. before I was at this school i was in another school and sometimes the students would have to share books.
16. budget concerns Secondary materials for reading have not been adopted by district. Schools are left on their own
17. I teach beginning level students, and although we have some class sets of reading textbooks, most of them are for intermediate or advanced levels. We have very little that is appropriate for beginning and advanced beginning students.
18. Funding is sketchy and there are no real diverse textbooks that I have found.
19. I teach English and reading is incorporated in our literature textbook.
20. We have been unable to locate a curriculum we can afford which will address multiple levels of competency.
21. Our school administrator and her site team do not promote the use of textbooks. I personally prefer using textbooks and workbooks as appropriate to enhance the learning experience.
22. We use guided reading groups of 6-8 students.
23. I do not teach ESL, we do however, have spanish speakers in our small school.
24. yes, paper
25. I use a textbook as one of many resources for reading material, not as a scope and sequence of how and what to teach as far as reading skills and behaviors.
26. NA
27. I haven't been given enough
28. test
29. x
30. na
31. I use a variety of resources to teach Reading. I do not have enough classroom sets of each so my classes have to share materials often.
32. Not Teaching
33. Answer was yes
34. yes
35. not a no answer
36. Just want to make sure you know that I am NOT an ESL instructor, but that I may have students in my reading classees who are in ESL.
37. We have plenty of textbooks
38. -
39. Why is this question asterisked? I answered yes, but it requires me to answer this question. And, FYI, question 4 is not required, but it is nonsensical. I teach about 12 hrs per week. Questions 10, 13, and 14 are not questions I can answer.....so the answers are incorrect.
40. I didn't answer no
41. .
42. no
43. y
44. the answer was yes
45. na
46. Have enough
47. n/a
48. filling in blanks so the survey will go.
49. I just want to clarify that while I am not an ESL teacher, I teach reading to ESL students. I have been doing this for the past 4 years.
50. N/A
51. yes, but I don't teach ell
52. .
53. I don't teach an ESL class.
15. Is this textbook required for use by all ESL instructors teaching Reading in your district(s)?
  Response Percent Response Total
    Yes
31.6% 18
    No
68.4% 39
Total Respondents   57
(skipped this question)   55
16. How was this textbook selected for use in your subject area?
  Response Percent Response Total
    I selected the book myself.
6.7% 4
    A teacher committee selected the book.
43.3% 26
    The program chair/director selected the book.
15% 9
    Other
35% 21
Total Respondents   60
(skipped this question)   52
17. Do you use supplemental materials with the textbook?
  Response Percent Response Total
    Yes
78% 46
    No
22% 13
Total Respondents   59
(skipped this question)   52
18. If you answered yes that you use supplemental materials, please indicate which types you use (select all that applies to your situation):
  Response Percent Response Total
    Handouts that you create yourself
29.3% 17
    Handouts created by colleagues
0% 0
    Handouts from conferences or workshops
6.9% 4
    Activities from the instr.?s manual for the textbook
8.6% 5
    Software produced by the publisher of the textbook
1.7% 1
    Workbook by the publisher of the textbook
5.2% 3
    Website produced by the publisher of the textbook
0% 0
    Ideas/activities from teacher-resource books
12.1% 7
    Ideas/activities from journals or newsletters
3.4% 2
    Articles/materials taken from the internet
10.3% 6
    Other
22.4% 13
Total Respondents   58
(skipped this question)   55
19. Do you personally bear the cost for providing supplemental materials?
  Response Percent Response Total
    Yes
43.3% 26
    No
56.7% 34
Total Respondents   60
(skipped this question)   52
20. If yes, approximately how much do you spend per year on supplemental materials?
 Total Respondents  
43
(skipped this question)   69
1. $300
2. $100
3. I only spend about $100 a year. Most materials are bought by the district.
4. $300
5. I buy things here and there especialy books with interesting topics. I am always looking for different themes.
6. $500
7. Reading-- $200 Total--$750
8. Not too much, but I don't keep track.
9. 100.00
10. 400.00
11. $1,000.00
12. Average $150.00 per year
13. $500.00
14. 500.00
15. I'd rather not calculate it all! But for your purposes let's estimate $1200.00
16. $200
17. Sometimes. Who knows? Also note, I checked several items above, yet the check mark would not remain. I create and borrow many handouts as my team members indicate those that have worked for them.
18. $25-50
19. Sometimes I purchase materials. I spend around $200 dollars per year.
20. NA
21. Your multiple answer questions do not allow us to select multiple answers...
22. test
23. $200
24. On #24, I couldn't select more than one. Here are the additional places I obtain materials: handouts created by me and colleagues, handouts from conferences and workshops, workbooks, ideas/activities from teacher-resource books.
25. $0
26. n
27. 75-100 dollars/year I checked other above because I couldn't check multiple buttons.
28. My school/building is very supportive of me in this way.
29. On question 24 - You can only click one answer. I have more than one answer for you.... And why is this starred when my answer is no????
30. $300 - $500
31. 0
32. no
33. FYI-Question 24 above only allows me to check ONCE
34. $250.00 this year.
35. na
36. not appl.
37. $250
38. filling in blanks so the survey will go.
39. $50.00
40. $60
41. I answered no
42. .
43. n/a
21. Are any of the monies you spend on supplemental materials reimbursed to you in whole or in part?
  Response Percent Response Total
    Yes
61.8% 34
    No
38.2% 21
Total Respondents   55
(skipped this question)   56
22. If the answer is yes, please explain.
 Total Respondents  
45
(skipped this question)   67
1. We have a classroom budget and any money we spend can be reimbursed
2. Our district has a $220 payback if you subbmit receipts.
3. We are provided with $220 per year for teacher reimbursement.
4. Our PTO gives us $50 a year for classroom materials.
5. Our contract allows for $220 to be reimbursed
6. GATE budget - Gifted and Talented Education. Money from the state of WA.
7. In ESL I spent very little out of pocket money because our district has been veru supportive of our needs for materials. Occasionally I will spend money for a book or something that I find when I am travelling, and do not ask for re-imbursment for this.
8. I receive several hundred dollars each year to spend on supplemental materials.
9. 220.00
10. I receive $500 from my building budget to help with supplies.
11. Depends on whether or not we have any budget for the ELL program for our building. This varies every year, and we often don't know if we have money to spend until well into the school year.
12. Per contract we receive $220.00 for teaching materials each year. I use some of this money to cover additional teaching materials.
13. We have $220/year for student supplies for which we are reimburesed, and the department as a whole can order supplies for the general good of all. ie, ink pins, pencils, tape, staples, paper etc...
14. We get $170.00 from our PTA.
15. Our PTA gives each teacher at this school $50.00.
16. For all of my classes, including Spanish, geography and ESL, I can spend up to $300 that will be reimbursed. That doesn't cover all of my supplementary material for my five classes.
17. PTA gives $100 sometimes there is a grant for $60 sometimes there is Title money
18. I only use them as a tax deduction.
19. I also have a budget for my use.
20. Each teacher in my district gets a yearly amount to spend on supplies/materials.
21. NA
22. -
23. test
24. PTSA or Grants
25. Not Applicable
26. We have a classroom budget of about $200 per year.
27. n
28. no
29. If I do need supplemental materials, usually the PTA will pay for them.
30. Once again - I have to answer this question when my answer is no....
31. I have a small allotment of money each year.
32. .
33. no
34. Send receipt along with Voucher Expense form to District Office Special Programs Department, and they'll reimburse me with a check 3-4 weeks later.
35. the answer was no
36. na
37. Supplies are reimbursed.
38. The district compensates
39. I get a budget and use it.
40. We have had access to inservices and other training that is supported by our district.
41. Each year teacher's receive a stipend of $150.00, so part of my stipend pays for the supplemental materials.
42. PTA will refund up tp $100.
43. I submit receipts with permission ahead of time
44. I use the money alloted of $300 per year from the state.
45. our district reimburses all teachers up to $300 for out of pocket expenses.
23. Approximately how many hours of training have you received since September, 1998 on strategies for implementing EALRs for Reading?
  Response Percent Response Total
    0?4 hours
19.4% 14
    5?12 hours
20.8% 15
    13?24 hours
18.1% 13
    25?40 hours
12.5% 9
    more than 40 hours
29.2% 21
Total Respondents   72
(skipped this question)   40
24. Who were the trainers at the sessions on EALRs for Reading? (Check all that apply)
  Response Percent Response Total
    ESL or bilingual education trainers
8.3% 6
    Other regional trainers
33.3% 24
    District staff
44.4% 32
    I don?t know
1.4% 1
    N/A
12.5% 9
Total Respondents   72
(skipped this question)   40
25. Who were the trainees at the sessions on EALRs for Reading? (Check all that apply)
  Response Percent Response Total
    ESL and bilingual staff only
4.2% 3
    ESL and bilingual education staff and general ed.
29.6% 21
    Teachers/administrators together
43.7% 31
    School and community people together
2.8% 2
    I don?t know
7% 5
    N/A
12.7% 9
Total Respondents   71
(skipped this question)   41
26. What do you see as learning resource barriers to ELL students? meeting the EALRs for Reading?
 Total Respondents  
46
(skipped this question)   66
1. Teachers not being able to translate for the student.
2. if they don't speak english they can not read nor respond in english. People must think conceptually in their native lang.
3. A lack of understanding that ELL students just need good reading instruction with a few added language acquisition techniques. The average classroom teacher must take on the responsibility for teaching these students when an ELL teacher is not avalable.
4. Lack of experience with vocabulary.
5. Time. Also, low reading levels and poor fluency which affects their comprehension.
6. Language, obviously. Lack of background knowledge, information, cultural differences, motivation, knowledge level of teacher.
7. Not being able to read English and comprehend it.
8. They don't have the support at home that other students may have. Many of them do not have English spoken in the home by the parents.
9. Learning the new vocabulary that they are expected to know to understand the text.
10. Their not knowing how the English language is structured, nor the vocabulary, therefore, not being able to write responses that earn a 3 or 4.
11. Difficulty with grasping the meaning of a new language. Limited vocabualry to express the meaning of what is read and discuss it. Age of entrance as an ELL student. Level of education in the native language. Level of services provided by the schoold district for instruction of ELL students.
12. If you don't understand what you are reading due to context problems or vocabulary problems, how are you going to answer the questions. Depending on the ablility of the ELL student I think that most should just be exempt, unless they are wanting to get into a state run university.
13. For first graders and other young students the lack of language development in their first language. Most first graders, regardless of their language still need time to practice and develope their first language. Then you have an ELL student who is trying to develop their first language, learn their second, and learn to read in their second.
14. Language, obviously. There is lack of focus for these students. Passing the WASL is the least of their concerns. I would like to see ELL students given priority with WASL dollars.
15. For my students, a huge barrier is their lack of experiences. Their background knowledge is often limited. In addition, very few of my students come to me proficient in their native language; therefore, their ability to connect their native language to their L2 is very difficult.
16. See previous answers.
17. They don't receive near enough help to learn English.
18. They come in as tenth graders speaking no English. Go figure:)
19. For ELL students, it is adjusting to the American educational system, learning a new culture, being accepted by classmates, etc.
20. Learning a foreign language is an ongoing process and one that is not easily acquired. I still make mistakes in Spanish and have been speaking it for many years. I don't think we can compare a second language learner's understanding of English reading with a native speakers. There will always be more comprehension problems for the non-native speaker.
21. Time to learn English and the work on the skills necessary.
22. not a strong enough vocabulary base
23. In addition to language issues, most of the students are facing issues of poverty that also impact their learning. Also, the cultural mis-match and perceptions they may have about the lack of value of their culture/language affect achievement.
24. The EALR's assume a single language environment, and need to be expanded for those pursuing a second or non-native language. Research is very clear that the skills and process are different and therefore the EALRs need to address those specific skills.
25. Lack of background knowledge and VOCABULARY
26. test
27. Time, entry to US, literacy in their 1st language, money, and mostly the lack of teachers or para-educators trained to work with this population.
28. Time and testing only in English. Although it would not be feasible to test in all languages (Seattle area having over 100). I can see the reasoning to test in English, but it is unfair to hold us as accountable when our students are different than those who are tested in their dominant language that they have a grasp on.
29. n
30. phonics
31. As with any student, I think all students need to be fully supported with quality instruction. I think the most difficult aspect is not having a lot of support at home if the parents speak a second language only or do not speak english well.
32. No comment
33. Time, Time, Time
34. The feedback that they aren't good enough, they are constantly fighting that stereotype and it takes it toll. As I've said, my students have the skills in their native language but lack the language skills to transfer that knowledge.
35. Their inability to read above a third grade level in English.
36. prompt language too difficult reading level of text way too high compared to reading level of ELL student assessments are too long and beyond comprehension for many ELL students
37. Students do not get enough practice reading outside of the school day. They receive a lot of instruction on how to read, but they do not get adequate opportunities to practice. Students do not have the support at home to help them when they struggle. Parents are working, or do not have the skills themselves to assist their children.
38. see questions 40 & 41
39. Attendance, lack of background knowledge, lack of support at home, students failure to attend extended learning and summer sessions. For our part, we need better trained para-professionals and more bi-lingual teachers.
40. Too much emphasis on extracurricular activities and not enough emphasis on reading and class room activities
41. Unrealistic timelines. Shortage of qualified teachers. Shortage of training for ALL teachers of ESL students, in program and "graduated."
42. Decoding problems are a barrier for ELL students to meet the EALRs. Inability to appreciate idioms and other types of figurative language. Also, lack of background knowledge in the subject matter. Probably on of the greatest barriers is the inability to "hone" their skills with Spanish-speaking family members. However, most importantly, schools need to be providing funding and support for teachers to meet the needs of ELL students and any interested family members.
43. It's still very early in her English.
44. don't know
45. Parents are uninvolved and cannot help at home.
46. n/a
27. What could your school and district do differently to eliminate learning resource barriers?
 Total Respondents  
43
(skipped this question)   69
1. For schools that have an ESL program, it would be nice to have teachers who are bilingual and can help the majority.
2. Provide the WASl in native languages
3. We are successfully dealing with these issues by offering development to all reading teachers.
4. Nothing with students this young.
5. Create a time for ELLs just to work on reading.
6. An intesive vocab program.
7. Continue as we are. We are a great school district who cares very much for kids and strives to find ALL ways to enhance their learning.
8. Native language instruction to 4th grade. Inservice teachers at the middle and high school on a more inclusive model that is good teaching for all students and more participatory... such as the ISOP model. Provide a Newcomer Center. Offer an extended day with experiential activites that would increase background information, vocabulary and understanding.
9. We have so few ELL students and so many other problems, that is not a huge focus right now.
10. Provide more ELL staff members to work in the classrooms. We need people who speak the language to help make the connections and continue to develop the first language.
11. Improve parent involvement and education.
12. Try to give students opportunitites to experience the text--help them build background knowledge.
13. Hold back these students that are not on track, focus funding into the emementary levels and junior high before they get to highschool.
14. Stop using a pull model and expect student to learn Englihs.
15. We have a plan in progress that is fairly sound. It is simply unrealistc to expect a non-native speaker to pick up a new language in one or two years and be able to function right along side the native speakers.
16. Use textbooks, so ELL students can participate with the the class as much as possible, find more ways to teach American students about the customs and traditions of other nations (American kids are quite self-centered).
17. We could spend more time developing a curriculum that not only focuses on reading and writing for the ELL student rather than the struggling English speaking reader, but one that would teach language in a wholistic way,looking at the whole picture.
18. Give all teachers more training on better ways to teach ELL students. This is especially true of 4-6 teachers. They need more training on working with ELL students.
19. have a true esl class and a true reading class at the student's reading level
20. I am very happy to be part of a Dual Language program. Both English and Spanish-speaking students are benefitting from the program. The status of the minority language is enhanced, as well as the academic skills of all of the students. I would appreciate support and increased understanding of the benefits of the program.
21. Develop District EALRs for multiple language acquisition.
22. We are doing what we can...
23. test
24. Put monies toward staff and staff development rather than supplies,books, and computers.
25. Our school is currently working on an ELL plan to meet the AYP goals of No Child Left Behind for our students in the cells of ELL. WE are working through a strategies book, chosing some to implement schoolwide, and will be making goals for whole school.
26. n
27. provide more training
28. Reaching out to parents of ELL students would help, I think. Also, providing more "books on tape" and those kinds of things might help ELL students to make better progress.
29. No comment
30. We try to do so much. I'm not sure. Possible extend their day--but then again, they are kids and really need time to be that.
31. My school is over 80% Hispanic and is therefor very encouraging to our students. We know that the WASL scores are important (to admin) but don't transfer them into English reading until they are at, or near, grade level in Spanish.
32. Prove additional Read Right classes just specifically for ELL students. A lot of time is spent on vocabulary and language aquisition- rather than reading holistically.
33. give exemptions to the lesser-proficient ELL populations until they are at least at a 3rd-grade reading level (I work in a middle school 6th-7th-8th)
34. REDUCE CLASS SIZES.
35. we are doing the best we can-I am very proud of the way my district handles these issues and we are working on it on a constant basis.
36. I believe we are providing good opportunities for extended learning and summer sessions for those who need it. Our district is generous in providing immersion classes in Spanish for interested teachers.
37. Lengthen class periods, encourage diverse methodology in teaching, demand reading and writing across teh curriculum.
38. Comprehensive plan. Parental involvement. Highly qualified training for all teachers.
39. Continue to push reading in the literary classes vs. literature. Encourage ELL students to share their language, so that English-speaking students have a greater appreciation for the dilemma of a Spanish-speaking student. Incorporate extensive pre & post-testing in reading skills to determine the best placement for reading students. Also, provide varied reading classes that focus on different aspects of reading. For example, one class focused on decoding; another class focused on comprehension; and another class focused on writing. Most importantly, provide the financial support needed for additional curriculum and teachers.
40. I'm not really sure. We work together as a team to help her in every way!
41. don't know
42. .
43. n/a
28. Are you familiar with the following legislation? AGO 51-53 No. 494 : Regarding a Fee for Instructional Materials In a 1953 letter to the Prosecuting Attorney of Kitsap County, John C. Merkel, from the Attorney General's Office, the Attorney General provides an opinion regarding whether a school district may collect a $3.00 fee from each pupil to offset expenses of instructional materials. These include ?art paper, penmanship paper, chart paper, tagboard, paints, ink, modeling clay, yarn, paper fasteners, pins, and other similar items? (AGO 51-53 No. 494, p. 1). The Attorney General concludes that ?the levy and collection? (p. 1) of such a fee is unlawful, and provides an analysis of the applicable law, RCW 28.58. 100, which states that Every board of directors, unless otherwise specially provided by law, shall . . . provide free textbooks and supplies to be loaned to the pupils of the school, when in its judgement the best interests of the district will be subserved thereby . . . (pp. 1?2). The Attorney General states that if the school does not have the funds to provide such materials, ?it need not undertake to do so? (AGO 51-53 No. 494, p. 2). He further notes that such items must be supplied by the ?board of a first class school district? (p. 2) if it has been ordered to do so by the electors. Moreover, the school district is required to supply textbooks to ?children of indigent parents . . . irrespective of any vote of the electors? (p. 2) and, based on prior case law, that ?the term ?textbooks? [is] comprehensive enough to include globes, maps, charts, pens, ink, and paper and all other ?apparatus and appliances which are proper to be used in the schools in instructing youth.?? (p. 2). The letter is dated March 12, 1953, and is signed by the Attorney General, Don Eastvold, and William C. Hallin, the Assistant Attorney General.
  Response Percent Response Total
    Yes
12.5% 8
    No
87.5% 56
Total Respondents   64
(skipped this question)   48

 

 

 

© 2006 Rosemary R. Reigle, Ed.D. All rights reserved.