Teacher Survey
Spring 2016
MA: VISTA-T
(Views of Instruction, State Standards, Teaching, and Assessment)
January 16, 2016
Thank you for taking this survey. The purpose of this survey is to learn more about your
experiences with several educational reforms currently underway in Massachusetts. ESE would
like your feedback on your district and the state’s programs to support reform efforts related to the
implementation of the Massachusetts Curriculum Frameworks, classroom practices, and educator
professional growth and development. The survey is divided into four main parts:
A: Teacher Background
B: Classroom Practices
C: State Curriculum Frameworks
D: Educator Growth and Development
In order to reduce the burden on teachers’ time, all teachers will answer some core questions from
each module plus a selection of questions from each topic. The survey should take approximately
25 to 35 minutes to complete.
If you are unsure about a question, please respond in a manner that most closely reflects your
experiences.
NOTE: To protect confidentiality, no individual survey response will be reported. They
will be combined together with responses from other teachers in the same school and
reported only if a sufficient number of teachers respond to the question to ensure
confidentiality.
DRAFT, for review only. Do not circulate without the permission of the authors.
1
Teacher Survey
Spring 2016
A: Teacher Background
1. This school year (2015-16), what grade(s) do you teach?
PLEASE SELECT all that apply
 Kindergarten
 5th
 10th
 1st
 2nd
 3rd
 4th
 6th
 7th
 8th
 9th
 11th
 12th
 13th (special education students aged 18-22)
 Ungraded
2. This school year (2015-16), what subject(s) do you teach?
PLEASE SELECT all that apply
1
 English/Language arts/reading/writing
2
 Mathematics
3
 Social Studies
4
 Science, Technology and/or Engineering
5
 World language(s)
6
 Visual or performing arts (art, music, dance, theater)
7
 Health/physical education
8
 Career/technical education
9
 Special education
10

11
 Specialized Instructional Support Personnel (SISP)
12 
English Language Development
Other (specify) _____________________________________________
3. This school year (2015-16), are you the teacher of record for students in any of the following
subjects?
a. English/ Language Arts/Reading/Writing
b. Mathematics
Yes
No
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
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Teacher Survey
Spring 2016
4. Including the current school year (2015-16), how long have you worked as a teacher?
Please do not include student teaching.
YEARS
MONTHS
a. Total amount of time teaching
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b. Total amount of time teaching in current school
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c. Total amount of time teaching in current district
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d. Total amount of time teaching in Massachusetts
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5. During the 2015-16 school year, approximately what percent of students whom you teach in
this school are considered:
Write the number of students or check one box in each row.
Percent of
students
None
Don’t know
a.
Low-achieving students (i.e., students who are at
least one year below state grade-level
expectations or who perform below proficiency on
the state assessment in one or more subjects)
_ _ _%


b.
High-achieving students (i.e., students who are at
least one year above state grade-level
expectations or who perform above proficiency on
the state assessment in one or more subjects)
_ _ _%


c.
Students with individualized education programs
(IEPs)
_ _ _%


d.
English language learners (ELLs)
_ _ _%


DRAFT, for review only. Do not circulate without the permission of the authors.
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Teacher Survey
Spring 2016
6. Which option below best describes your familiarity with the ELA Curriculum Framework for
the grade(s) you teach?



I am unfamiliar or only slightly familiar with the ELA Curriculum Framework.
I have a general understanding of the ELA Curriculum Framework but I am not familiar
enough with the details to use them in the development of lessons and assessments.
I have a detailed understanding of the ELA Curriculum Framework.
7. How prepared do you feel to teach the ELA Curriculum Framework to each of the following
groups of students?
I do not feel
prepared
I feel slightly
prepared
I feel
moderately
prepared
I feel wellprepared
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□
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□
a.
Low-achieving students
b.
Students with individualized
education programs (IEPs)
□
□
c.
English language learners
(ELLs)
□
DRAFT, for review only. Do not circulate without the permission of the authors.
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Teacher Survey
Spring 2016
8. During the 2015-16 school year, how often do you engage in the following practices in the
class(es) you teach?
Never or
hardly
ever
Sometimes
(1-3 times
per month)
Often
(1-3 times
per week)
Daily or
almost
daily
a.
Build content knowledge through
content-rich non-fiction
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□
□
□
b.
Provide instruction in academic
vocabulary to support students’
understanding of complex text
□
□
□
□
c.
Provide structured opportunities for
students to have conversations and
develop arguments based on the texts
they’ve read
□
□
□
□
d.
Provide opportunities for students to
engage with complex grade-level text
□
□
□
□
e.
Have students cite textual evidence to
support their inferences about both
literary and informational texts
□
□
□
□
f.
Have students analyze the structure of
texts, including how specific sentences,
paragraphs and larger portions of text
relate to each other and the whole text
□
□
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□
g.
Have students strengthen their writing
by planning, revising, editing, rewriting,
or trying a new approach
□
□
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h.
Have students adapt their language to
a variety of contexts and
communicative tasks
□
□
□
□
i.
Use the model curriculum units
developed by the state
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□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
5
Teacher Survey
Spring 2016
B: Classroom Practices
Questions 9-19 ask you to answer questions about your target class.
Please respond only for the first class that you teach each week that focuses on English,
language arts or reading instruction. If your class schedule rotates each week, please
respond only for the class that met earliest in the last week.
 If that is a split class (i.e., the class contains more than one group for language arts
instruction and each group is taught separately), respond for only one group.
9. Which term best describes the target class* you are teaching?
*Target class refers to your only general elementary, English, language arts, or reading class. If you
teach more than one class, ‘target class’ refers to the class that met earliest in the last week.





High School (Remedial) Reading
High School English/Language Arts/Literature
AP/IB
Journalism, Technical Writing, or other high school elective
Other, specify:
_____________________________
DRAFT, for review only. Do not circulate without the permission of the authors.
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Teacher Survey
Spring 2016
10. (a) How many students are in the target class?
Number of students:
___
(b) Approximately how many students in the target class would you describe as highachieving, and low-achieving?
High-achieving students (i.e., students who are at least one year above state
grade-level expectations or who perform above proficiency on the state
assessment in reading/ELA)
___
Low-achieving students (i.e., students who are at least one year below state
grade-level expectations or who perform below proficiency on the state
assessment in reading/ELA)
___
(c) How many students in the target class are English language learners, and how many
have IEPs?
Number of students who are English language learners:
___
Number of students who have IEPs:
___
11. Did you teach the same subject to students in the same grade as the target class before
your state started implementing the ELA Curriculum Framework (i.e., before the 2012-13
school year)?



Yes  [Conditional logic: if selected, respondent will get both parts of the next
question]
No, I taught different subjects/grades  [Conditional logic: if selected, respondent will
not get part 2 of the next question]
No, I wasn’t a teacher during or before the 2012-13 school year  [Conditional logic:
if selected, respondent will not get part 2 of the next question]
DRAFT, for review only. Do not circulate without the permission of the authors.
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Teacher Survey
Spring 2016
12. In your target class, what level of coverage did you give or do you plan to give each of the
following topics, and has your level of coverage decreased, stayed the same, or increased,
compared to your level of coverage in similar classes before Massachusetts started
implementing the ELA Curriculum Framework (i.e., before the 2012-13 school year)?
Change in Coverage Relative to
Similar Classes Before Your State
Started Implementing the ELA
Curriculum Framework
Level of Coverage
No
coverage
Minor
coverage
Moderate
coverage
Major
coverage
Decreased
Stayed the
same
Increased
a.
Analyze aesthetic
aspects of text (e.g., use
of rhythm or alliteration)
□
□
□
□
□
□
□
□
□
□
□
□
□
□
b.
Analyze vocabulary
choices in different
forms of text (e.g., use of
technical or figurative
language as
appropriate)
c.
Apply rules for
capitalization and
punctuation
□
□
□
□
□
□
□
d.
Compare multiple texts
on the same theme
□
□
□
□
□
□
□
e.
Demonstrate ability to
write for different
purposes
□
□
□
□
□
□
□
f.
Demonstrate correct
grammar rules
□
□
□
□
□
□
□
□
□
□
□
□
□
□
g.
Demonstrate speaking
and listening skills in
different engagements
with peers (e.g.,
conversations,
discussions, debates)
h.
Discuss the
characteristics of
different genres of text
□
□
□
□
□
□
□
i.
Locate and use textual
evidence to support
comprehension
□
□
□
□
□
□
□
j.
Vary sentence
construction in writing
□
□
□
□
□
□
□
Instruction of special populations
[Conditional logic: If a teacher indicated that they did not teach ELL students in question 12c, they will not
receive questions 13-15 or 19a. If a teacher indicated that they did not teach SWDs in question 11c, they
will not receive questions 16-18 or 19b.]
DRAFT, for review only. Do not circulate without the permission of the authors.
8
Teacher Survey
Spring 2016
English Language Learners (ELL) refers to the subset of children who have been identified as not fully
English proficient on the (*insert name of ELP assessment used in the state*) and receive ESL or
bilingual education support provided by you or another teacher. When we ask questions about ELLs,
answer only for these students. Please do not answer for students who have never been or are no longer
identified as ELLs as per the (*insert name of ELP assessment used in the state*).
Students with disabilities (SWD) refers to students with IEPs who participate in the regular state
assessment (with or without accommodations). Please do not answer for students who participate in the
alternate assessment.
13. When you provide ELA to ELLs in your target class, how often do you consult the ELA
Curriculum Framework or the English Language Proficiency (ELP) standards?
Standards
a.
ELA Curriculum Framework
b.
English Language Proficiency
Standards
Never
Rarely
Sometimes
Often
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□
□
□
□
□
□
□
14. Thinking about your target class, when you provide ELA instruction to English Language
Learners, to what extent do you provide the following instructional supports (i.e., adaptations
or scaffolding)?
a.
Additional time to work
b.
Teacher reading aloud to students to
model fluency
c.
Direct instruction in academic vocabulary
d.
Sentence or paragraph frames
e.
Connections to prior knowledge and
experiences
f.
Home language support
g.
Visuals, realia, or gestures
h.
Glossaries and other reference materials
i.
Graphic organizers
I do not
provide
this
Occasionally
provide
Often
provide
Always
provide
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DRAFT, for review only. Do not circulate without the permission of the authors.
9
Teacher Survey
Spring 2016
15. Thinking about your target class, to what extent do you coordinate your instruction with an
ELL teacher who provides supports for the English Language Learners?
a.
Joint lesson planning with an
ELL teacher
b.
Co-teaching with an ELL teacher
c.
Consultation with an ELL teacher
d.
Monitoring individual student’s
progress with an ELL teacher
Not
Applicable
Never
Rarely
Sometimes
Often
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□
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16. Thinking about your target class, when you provide instruction to students with
disabilities, what percentage of time are you teaching to the grade-level standards (as
opposed to teaching to standards for a higher or lower grade level)?
Amount of time spent teaching to grade-level standards:
_ _ _%
17. Thinking about your target class, when you provide ELA instruction to students with
disabilities, to what extent do you provide the following instructional supports (i.e.,
adaptations or scaffolding)?
I do not
provide
this
Occasionally
provide
Often
provide
Always
provide
a.
Ensure adequate background knowledge on text
before having students with disabilities work on
those passages
□
□
□
□
b.
Pre-teach key vocabulary and concepts needed
to comprehend the text
□
□
□
□
c.
Highlight main ideas to help students with
disabilities generate inferences related to the text
□
□
□
□
d.
Provide opportunities for repeated reading
e.
Provide explicit instruction about text structure
□
□
□
□
□
□
□
□
f.
Provide graphic models/organizers for students
with disabilities to fill in 'gaps' in text
□
□
□
□
g.
Structure peer-mediated activities in which
higher-performing readers support word
recognition among lower-performing readers
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
10
Teacher Survey
Spring 2016
18. Thinking about your target class, to what extent do you coordinate your instruction with a
special education teacher who provides supports for the students with disabilities?
Not
Applicable
Never
Rarely
Sometimes
Often
a.
Joint lesson planning with a
special education teacher
□
□
□
□
□
b.
Co-teaching with a special
education teacher
□
□
□
□
□
c.
Consultation with a special
education teacher
□
□
□
□
□
d.
Monitoring individual student’s
progress with a special
education teacher
□
□
□
□
□
19. Thinking about your target class, to what extent is the ELA instruction you provide to each
of the following groups of students similar to the ELA instruction you provide to non-ELL or
non-SWDs students?
Very
different
Somewhat
different
The
same
a.
How different is the instruction you provide to English
Language Learners, compared to the instruction you
provide to non-ELL and non-SWDs?
□
□
□
b.
How different is the instruction you provide to Students
with Disabilities, compared to the instruction you provide
to non-ELL and non-SWDs?
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
11
Teacher Survey
Spring 2016
C: State ELA Curriculum Framework
20. Please indicate your level of agreement with the following statements about the
Massachusetts English Language Arts (ELA) Curriculum Framework.
Don’t
know
Disagree
Somewhat
disagree
Somewhat
agree
Agree
a. The ELA Curriculum Framework sets
appropriate expectations for student learning at
each grade level.
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b. The ELA Curriculum Framework positively
affects the degree to which students are
prepared for college and career.
□
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c. The ELA Curriculum Framework makes
learning relevant to students' everyday lives.
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d. I have made instructional shifts over the last
year to ensure students meet the expectations
of the state’s current ELA Curriculum
Framework.
□
□
□
□
□
e. ELA state assessments provide useful
information about how well my students are
mastering the state standards.
□
□
□
□
□
□
□
□
□
□
SELECT ONE RESPONSE PER ROW
f.
Students’ results from ELA state assessments
are useful for improving my practice.
21. Please indicate your level of agreement with the following statements.
Disagree
Somewhat
disagree
Somewhat
agree
Agree
a.
The ELA Curriculum Framework clearly
indicates the content (topics and cognitive
demands) I should teach.
□
□
□
□
b.
The ELA Curriculum Framework clearly
indicates the content (topics and cognitive
demands) I should not teach.
□
□
□
□
c.
I have received guidance from my district or
state that clearly indicates the order in which I
should teach each content area in the ELA
Curriculum Framework.
□
□
□
□
d.
I have received guidance from my district or
state that clearly indicates how much time I
should spend on each content area in the
ELA Curriculum Framework.
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
12
Teacher Survey
Spring 2016
22. Please indicate your level of agreement with the following statements.
Disagree
Somewhat
disagree
Somewhat
agree
Agree
a.
My district has made teaching to the ELA
Curriculum Framework a major priority.
□
□
□
□
b.
My principal has made teaching to the ELA
Curriculum Framework a major priority.
□
□
□
□
c.
Teachers who poorly implement the ELA
Curriculum Framework will have a lower
summative evaluation rating.
□
□
□
□
d.
There are negative repercussions for
teachers at this school whose students
perform poorly on the state standardized
assessment.
□
□
□
□
e.
Teachers at this school are recognized for
using exemplary classroom practices that
support the ELA Curriculum Framework.
□
□
□
□
f.
Teachers at this school are recognized for
their students’ achievement gains on state
standardized assessments.
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
13
Teacher Survey
Spring 2016
23. Please answer each of the three questions on the following supports you receive for the
ENGLISH LANGUAGE ARTS (ELA) Curriculum Framework. a) Which of the following
supports for implementing the ELA Curriculum Framework have you used? b) How helpful
were these supports? c) Do you need more support?
SELECT
ONE
RESPONSE
PER ROW
SELECT ONE RESPONSE PER ROW
SELECT
ONE
RESPONSE
PER ROW
Implementation
Have you used
this support?
Implementation
How helpful was the support?
Do you need
more of this type
of support?
Somewhat
helpful
Helpful
Very
helpful
Yes
No
Yes
No
Not
helpful
a. Textbooks aligned to the state
standards
□
□
□
□
□
□
□
□
b. Curriculum resources aligned to the
state standards
□
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c. Formative or diagnostic
assessments aligned to the state
standards
□
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d. Digital tools (on-line textbooks,
webinars, videos, on-line
communities, applications, etc.)
□
□
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□
□
e. Information about how the state
standards change what is expected
of students
□
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□
f. Information about how the state
standards change what is expected
of my instructional practice
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g. Professional development on the
state standards
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h. Other (specify):
□
□
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□
___________________
DRAFT, for review only. Do not circulate without the permission of the authors.
14
Teacher Survey
Spring 2016
24. Please indicate your opinion on the degree to which the following are aligned to the ELA
Curriculum Framework.
Not at all Somewhat
aligned
aligned
Aligned
Strongly
aligned
Not
applicable
a.
State-mandated assessments used
by your district
□
□
□
□
□
b.
District-mandated summative
assessments
School-created summative
assessments
□
□
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□
□
□
□
□
□
□
d.
Teacher-created summative
assessments
□
□
□
□
□
e.
Formative or diagnostic assessments
used district-wide
□
□
□
□
□
f.
English/Language Arts textbooks
used in your school
English/Language Arts curriculum
selected or developed by your district
□
□
□
□
□
□
□
□
□
□
State-developed or organized
professional development activities
that I’ve participated in this year
District-developed or organized
professional development activities
that I’ve participated in this year
Administrator feedback provided to
you from classroom observations (i.e.
walk-throughs, formal observations,
etc.)
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
c.
g.
h.
i.
j.
25. Including this current school year, how long do you believe each of the following will remain
in effect?
a.
The current ELA Curriculum Framework
1-2 Years
3 Years
4 Years
5+ Years
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
15
Teacher Survey
Spring 2016
D: Educator Growth and Development
26. During the 2015-16 school year (including summer 2015), which of the following types of
professional development activities have been available to you, and, if available, what impact
have they had on strengthening your instructional practice?
SELECT ONE RESPONSE
PER ROW
AVAILABILITY
AVAILABLE
NOT
BUT DID NOT
AVAILABLE
PARTICIPATE
PARTICIPATED
a. Workshops, seminars,
courses, institutes or
conferences organized
by my school or district
b. Online professional
development resources
(such as webinars,
videos, online articles,
online courses, etc.)
offered by or through my
district
c. Conferences organized
by local, regional, or
national organizations
d. Graduate courses in
education and/or my
subject area
e. Teacher-led professional
development
opportunities (such as
workshops, webinars,
seminars, etc.)
f. Peer coaching at my
school
g. Peer observations at my
school
h. Professional Learning
Communities or other
peer-led collaborative
opportunities
i. Other (specify)
___________________
SELECT ONE RESPONSE
PER ROW
IMPACT ON STRENGTHENING YOUR PRACTICE
NO
IMPACT
LIMITED
IMPACT
MODERATE
IMPACT
STRONG
IMPACT
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DRAFT, for review only. Do not circulate without the permission of the authors.
16
Teacher Survey
Spring 2016
27. To what extent did the information from your previous year’s evaluation influence which
professional development activities you are participating in during the 2015-16 school year
(including summer 2015).
SELECT ONLY ONE
1
2
3
4
0
d
□
□
□
□
□
□
Not at all
Small extent
Moderate extent
Large extent
I was not evaluated in 2014-2015
Don’t know
DRAFT, for review only. Do not circulate without the permission of the authors.
17
Teacher Survey
Spring 2016
28. Please indicate your level of agreement with the following statements about all the
professional development activities that you are participating in during the 2015-16 school
year (including summer 2015). My professional development activities are …
SELECT ONE RESPONSE PER ROW
NOT
APPLICABLE
DISAGREE
SOMEWHAT
DISAGREE
SOMEWHAT
AGREE
AGREE
NO OPINION
a. improving my content knowledge
of the academic subjects I teach.
□
□
□
□
□
□
b. advancing my understanding of
effective instructional strategies.
□
□
□
□
□
□
c. having a positive impact on my
classroom instruction.
□
□
□
□
□
□
d. helping me improve my teaching
of the state curriculum
frameworks.
□
□
□
□
□
□
e. helping me use the analyses of
student performance data to
identify the needs of struggling
students.
□
□
□
□
□
□
f. helping me address the socioemotional needs of my students.
□
□
□
□
□
□
g. well-aligned to the MA Standards
and Indicators of Effective
Teaching.
□
□
□
□
□
□
i. helping me teach content aligned
to the curriculum frameworks to
students with disabilities.
□
□
□
□
□
□
j. helping me teach content aligned
to the curriculum frameworks to
English language learners.
□
□
□
□
□
□
k. Other (please specify)
□
□
□
□
□
□
____________________________
DRAFT, for review only. Do not circulate without the permission of the authors.
18
Teacher Survey
Spring 2016
29. Please indicate the degree to which you agree with the following statements about
collaboration in your school.
(Collaboration includes all structured or planned activities when you meet with colleagues to
discuss curriculum, instruction, assessments, students and/or any other aspect of your job.)
SELECT ONE RESPONSE PER ROW
DISAGREE
SOMEWHAT
DISAGREE
SOMEWHAT
AGREE
AGREE
a. My administration provides adequate
guidance (e.g., expectations, protocols,
etc.) to support peer collaboration.
□
□
□
□
b. My administration provides adequate
training to support peer collaboration.
□
□
□
□
c. My administration provides materials,
tools, or equipment that helps teachers
work together more effectively.
□
□
□
□
d. Collaborating with other teachers in my
school is a productive use of my time.
□
□
□
□
e. Teachers participate in professional
learning communities in my school.
□
□
□
□
f. Peer collaboration is embedded into the
school schedule on a regular basis.
□
□
□
□
30. Which of the following sentences best describes the impact of your collaboration with other
teachers? As a result of my collaboration with other teachers …
SELECT ONLY ONE
1
2
3
4
□
□
□
□
I did not change my instructional practice.
I made some changes to improve my instructional practice.
I made major changes to improve my instructional practice.
I did not collaborate with other teachers.
DRAFT, for review only. Do not circulate without the permission of the authors.
19
Teacher Survey
Spring 2016
31. We are interested in learning about all feedback you receive about your instruction, including
informal feedback and feedback received as part of the evaluation process. During the 201516 school year (including summer 2015), who provided you with feedback related to your
instruction?
SELECT ALL THAT APPLY
□
□
□
□
□
□
□
□
1
2
3
4
5
6
7
8
Colleague/Peer
Mentor
Coach
Administrator
Students
Parents/Families
External Experts
Other; please specify_____________________________
32. How would you characterize the frequency and impact of the feedback provided on
strengthening your instructional practice?
33a. FREQUENCY OF FEEDBACK
From:
a. Colleague/Peer
b. Mentor
c. Coach
d. Administrator
e. Students
f. Parents/Families
g. External Experts
h. Other
33b. IMPACT OF FEEDBACK
LITTLE
FEEDBACK
PROVIDED
OCCASIONAL
FEEDBACK
PROVIDED
REGULAR
FEEDBACK
PROVIDED
NO
IMPACT
LIMITED
IMPACT
MODERATE
IMPACT
STRONG
IMPACT
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
____________
DRAFT, for review only. Do not circulate without the permission of the authors.
20
Teacher Survey
Spring 2016
33. To what extent do you receive ongoing support from coaches, peer-based professional
learning communities, or administrators following professional development (PD) activities in
your school? Does this support help you to effectively implement what you have learned from
the PD in your classroom?
34a. ONGOING SUPPORT
346b. EFFECTIVELY IMPLEMENT
NOT AT ALL
SMALL
EXTENT
MODERA
TE
EXTENT
LARGE
EXTENT
NOT
HELPFUL
HELPFUL
VERY
HELPFUL
a. Coaching support and
feedback focused on
implementation of PD
content
□
□
□
□
□
□
□
b. Peer-based
professional learning
communities focused
on implementation of
PD content
□
□
□
□
□
□
□
□
□
□
□
□
□
□
c.
Administrator support
and feedback focused
on implementation of
PD content
34. During the 2015-16 school year, to what extent did the feedback (oral or written) you
received based on a classroom observation focus on the following topic areas?
Minimal
Extent
Moderate
Extent
Great
Extent
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Not at All
a.
Pedagogical content knowledge
b.
Classroom organization
c.
Emotional support for students
d.
Instructional strategies to help special
education students (including those with mild
learning disabilities but excluding those with
severe or profound disabilities)
e.
Instructional strategies to help English
language learners
□
□
□
□
f.
How to align my teaching to the ELA
Curriculum Framework
□
□
□
□
g.
Behavior management
h.
Other (please specify): ______________
□
□
□
□
□
□
□
□
DRAFT, for review only. Do not circulate without the permission of the authors.
21