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**[Classroom Observation Protocol & Interview]{.underline}**[^1]

Teacher Observed: Date of Observation: School: Grade:

Number of students observed: Observation start time: Observation end
time:

Observation Setting:  Pull-out, small ELL group  Immersion classroom 
Dual-language/Bilingual classroom  Sheltered classroom  Other
\_\_\_\_\_\_\_\_

+-----+-------------------------+-------+------------------------------+
| **  | **Domain/ Indicator**   | *     | **Evidence Notes**\          |
| Dom |                         | *Mark | (brief description of the    |
| ain |                         | \"X\" | nature and quality of this   |
| Cod |                         | if    | domain, including            |
| e** |                         | obs   | examples/quotes)             |
|     |                         | erved |                              |
|     |                         | \     |                              |
|     |                         | "NA\" |                              |
|     |                         | if    |                              |
|     |                         | not   |                              |
|     |                         | ap    |                              |
|     |                         | plica |                              |
|     |                         | ble** |                              |
+=====+=========================+=======+==============================+
| **D |                         |       |                              |
| ime |                         |       |                              |
| nsi |                         |       |                              |
| on: |                         |       |                              |
| I   |                         |       |                              |
| nst |                         |       |                              |
| ruc |                         |       |                              |
| tio |                         |       |                              |
| nal |                         |       |                              |
| Set |                         |       |                              |
| tin |                         |       |                              |
| g** |                         |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **ELL/Reading & Writing | **    |                              |
| A** | Materials**             | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Independent reading     |       |                              |
|     | materials are easily    |       |                              |
|     | accessible to all       |       |                              |
|     | students.               |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are sufficient    |       |                              |
|     | copies of reading       |       |                              |
|     | materials for all       |       |                              |
|     | students in the class.  |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | A leveled,              |       |                              |
|     | well-organized          |       |                              |
|     | collection of books     |       |                              |
|     | exists.                 |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | The book collection     |       |                              |
|     | includes a variety of   |       |                              |
|     | genres and topics.      |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Support materials for   |       |                              |
|     | writing are available   |       |                              |
|     | for students (e.g.,     |       |                              |
|     | visible alphabet        |       |                              |
|     | poster, word cards,     |       |                              |
|     | Word Wall)              |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **Space and Room        | **    |                              |
| B** | Arrangement**           | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Room arrangement allows |       |                              |
|     | for whole group         |       |                              |
|     | instruction             |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Room arrangement allows |       |                              |
|     | for small group         |       |                              |
|     | instruction             |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are designated    |       |                              |
|     | learning centers set up |       |                              |
|     | for independent work.   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are comfortable   |       |                              |
|     | places for students to  |       |                              |
|     | read.                   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | All students can see    |       |                              |
|     | and hear during whole   |       |                              |
|     | class instruction.      |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Linguistic and cultural |       |                              |
|     | diversity are valued in |       |                              |
|     | the classroom (e.g.,    |       |                              |
|     | there are visual        |       |                              |
|     | displays and examples   |       |                              |
|     | of traditions from      |       |                              |
|     | multiple regions and    |       |                              |
|     | cultures)               |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **Displays**            | **    |                              |
| C** |                         | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are display       |       |                              |
|     | materials related to    |       |                              |
|     | reading on the walls.   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are display       |       |                              |
|     | materials on the walls  |       |                              |
|     | produced by students or |       |                              |
|     | collaboratively by the  |       |                              |
|     | teacher and students.   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | There are display       |       |                              |
|     | materials that are      |       |                              |
|     | useful in instructions; |       |                              |
|     | that is, students can   |       |                              |
|     | learn from them, they   |       |                              |
|     | aren\'t merely for      |       |                              |
|     | decoration              |       |                              |
+-----+-------------------------+-------+------------------------------+
| **D |                         |       |                              |
| ime |                         |       |                              |
| nsi |                         |       |                              |
| on: |                         |       |                              |
| G   |                         |       |                              |
| ene |                         |       |                              |
| ral |                         |       |                              |
| I   |                         |       |                              |
| nst |                         |       |                              |
| ruc |                         |       |                              |
| tio |                         |       |                              |
| nal |                         |       |                              |
| Pr  |                         |       |                              |
| act |                         |       |                              |
| ice |                         |       |                              |
| s** |                         |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **Assessment            | **    |                              |
| D** | Practices**             | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher monitors        |       |                              |
|     | student progress        |       |                              |
|     | throughout the lesson   |       |                              |
|     | with on-the-run         |       |                              |
|     | assessments, anecdotal  |       |                              |
|     | records, checklists,    |       |                              |
|     | etc.                    |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher responds to     |       |                              |
|     | students' needs on the  |       |                              |
|     | spot by shifting        |       |                              |
|     | instructional focus,    |       |                              |
|     | pace, or emphasis while |       |                              |
|     | teaching                |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **General Instruction** | **    |                              |
| E** |                         | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher models skills   |       |   ----------- --------       |
|     | and strategies during   |       | --- ------------ ----------- |
|     | lesson.                 |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher makes           |       |   ----------- --------       |
|     | relationships between   |       | --- ------------ ----------- |
|     | concepts overt          |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher emphasizes      |       |   ----------- --------       |
|     | distinctive features of |       | --- ------------ ----------- |
|     | new concepts (broad     |       |   1                          |
|     | range of examples and   |       |   2           3            4 |
|     | non-examples; examples  |       |                              |
|     | used to show relevant   |       |   Not         P              |
|     | and irrelevant          |       | artially   Moderately   Very |
|     | features).              |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | prompts and cues in how |       | --- ------------ ----------- |
|     | to use strategies,      |       |   1                          |
|     | skills, and concepts    |       |   2           3            4 |
|     | (e.g., guided practice, |       |                              |
|     | scaffolds, steps, and   |       |   Not         P              |
|     | procedures).            |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher teaches         |       |   ----------- --------       |
|     | difficult vocabulary    |       | --- ------------ ----------- |
|     | prior to lesson, or     |       |   1                          |
|     | during lesson as        |       |   2           3            4 |
|     | needed.                 |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher receives a high |       |   ----------- --------       |
|     | level of response       |       | --- ------------ ----------- |
|     | accuracy in context of  |       |   1                          |
|     | lesson objectives       |       |   2           3            4 |
|     | (e.g., spelling         |       |                              |
|     | accuracy on spelling    |       |   Not         P              |
|     | test vs. spelling       |       | artially   Moderately   Very |
|     | accuracy on a written   |       |   Effective   Effect         |
|     | assignment).            |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher engages in      |       |   ----------- --------       |
|     | *ongoing* monitoring of |       | --- ------------ ----------- |
|     | student understanding   |       |   1                          |
|     | and performance         |       |   2           3            4 |
|     | *during* lesson         |       |                              |
|     | (elicits responses from |       |   Not         P              |
|     | all students, including |       | artially   Moderately   Very |
|     | students having         |       |   Effective   Effect         |
|     | difficulty with task at |       | ive   Effective    Effective |
|     | hand; calls on range of |       |   ----------- --------       |
|     | students; poses         |       | --- ------------ ----------- |
|     | questions that students |       |                              |
|     | can answer).            |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **Differentiated        | **    |                              |
| F** | Instruction**           | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher scaffolds       |       |                              |
|     | learning for students   |       |                              |
|     | appropriately (provides |       |                              |
|     | the right amount of     |       |                              |
|     | support to move         |       |                              |
|     | students from one level |       |                              |
|     | of understanding to a   |       |                              |
|     | higher level).          |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |                              |
|     | comprehensible input    |       |                              |
|     | (e.g., gestures,        |       |                              |
|     | real-life objects,      |       |                              |
|     | chanting, photos, etc.) |       |                              |
|     | to help student         |       |                              |
|     | understanding during    |       |                              |
|     | lessons.                |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher speaks          |       |                              |
|     | appropriately given     |       |                              |
|     | students' proficiency   |       |                              |
|     | level (e.g., slower     |       |                              |
|     | rate, enunciation, and  |       |                              |
|     | simple sentence         |       |                              |
|     | structures).            |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher modifies        |       |   ----------- --------       |
|     | instruction for         |       | --- ------------ ----------- |
|     | students as needed      |       |   1                          |
|     | during the lesson       |       |   2           3            4 |
|     | (breaks down task into  |       |                              |
|     | smaller/simpler         |       |   Not         P              |
|     | components; modifies    |       | artially   Moderately   Very |
|     | assignments to promote  |       |   Effective   Effect         |
|     | success; provides       |       | ive   Effective    Effective |
|     | specialized             |       |   ----------- --------       |
|     | instruction).           |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides extra  |       |   ----------- --------       |
|     | instruction, practice,  |       | --- ------------ ----------- |
|     | or review for students  |       |   1                          |
|     | having difficulty with  |       |   2           3            4 |
|     | task at hand).          |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
| **  | **English Language      | **    |                              |
| G** | Development**           | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher adjusts own use |       |   ----------- --------       |
|     | of English to make      |       | --- ------------ ----------- |
|     | concepts comprehensible |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher uses visuals or |       |   ----------- --------       |
|     | manipulatives to teach  |       | --- ------------ ----------- |
|     | contents.               |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher gives oral      |       |   ----------- --------       |
|     | directions that are     |       | --- ------------ ----------- |
|     | clear and appropriate   |       |   1                          |
|     | for level of students'  |       |   2           3            4 |
|     | English language        |       |                              |
|     | development.            |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher structures      |       |   ----------- --------       |
|     | opportunities for       |       | --- ------------ ----------- |
|     | students to speak.      |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher selects and     |       |   ----------- --------       |
|     | incorporates students'  |       | --- ------------ ----------- |
|     | responses, ideas,       |       |   1                          |
|     | examples, and           |       |   2           3            4 |
|     | experiences into the    |       |                              |
|     | lesson.                 |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | explicit instruction in |       | --- ------------ ----------- |
|     | English language use,   |       |   1                          |
|     | and includes the use of |       |   2           3            4 |
|     | cues and prompts.       |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher gives students  |       |   ----------- --------       |
|     | wait time to respond to |       | --- ------------ ----------- |
|     | questions.              |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher encourages      |       |   ----------- --------       |
|     | students to give        |       | --- ------------ ----------- |
|     | elaborate responses     |       |   1                          |
|     | (prompts students to    |       |   2           3            4 |
|     | expand on one-word or   |       |                              |
|     | short answers; prompts  |       |   Not         P              |
|     | student to provide more |       | artially   Moderately   Very |
|     | information; prompts    |       |   Effective   Effect         |
|     | student to give more    |       | ive   Effective    Effective |
|     | complete responses).    |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher and/or students |       |   ----------- --------       |
|     | strategically use       |       | --- ------------ ----------- |
|     | students' native        |       |   1                          |
|     | language to help        |       |   2           3            4 |
|     | students understand     |       |                              |
|     | content.                |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher uses gestures   |       |   ----------- --------       |
|     | and facial expressions  |       | --- ------------ ----------- |
|     | in teaching vocabulary  |       |   1                          |
|     | and clarifying meaning  |       |   2           3            4 |
|     | of content.             |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Rate the quality of     |       |   ----------- --------       |
|     | opportunities for       |       | --- ------------ ----------- |
|     | independent practice    |       |   1                          |
|     | (i.e. those provided    |       |   2           3            4 |
|     | for students to         |       |                              |
|     | practice reading,       |       |   Not         P              |
|     | writing, and speaking   |       | artially   Moderately   Very |
|     | English).               |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
| **  | **Teacher-Student       | **    |                              |
| H** | Interactions**          | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher creates an      |       |                              |
|     | anxiety-free setting    |       |                              |
|     | for students. Teacher   |       |                              |
|     | language is calming and |       |                              |
|     | encouraging.            |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Talk is centered on     |       |                              |
|     | what students are       |       |                              |
|     | learning rather than on |       |                              |
|     | controlling behavior.   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |                              |
|     | frequent opportunities  |       |                              |
|     | for interaction and     |       |                              |
|     | dialogue between        |       |                              |
|     | teachers and students   |       |                              |
|     | as well as among        |       |                              |
|     | students about lesson   |       |                              |
|     | concepts; teacher       |       |                              |
|     | encourages elaboration. |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | The timing for teaching |       |                              |
|     | points is appropriate   |       |                              |
|     | (e.g., teacher does not |       |                              |
|     | interfere in a matter   |       |                              |
|     | that interferes with    |       |                              |
|     | children\'s reading &   |       |                              |
|     | writing, teacher allows |       |                              |
|     | sufficient wait time    |       |                              |
|     | after asking a          |       |                              |
|     | question, etc.)         |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Students are actively   |       |                              |
|     | engaged throughout the  |       |                              |
|     | lesson.                 |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Expectations for        |       |                              |
|     | student behavior are    |       |                              |
|     | clearly communicated in |       |                              |
|     | multiple ways and       |       |                              |
|     | students appear to      |       |                              |
|     | follow routines         |       |                              |
|     | (resulting in a         |       |                              |
|     | "smooth" classroom      |       |                              |
|     | flow).                  |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher secures and     |       |   ----------- --------       |
|     | maintains student       |       | --- ------------ ----------- |
|     | attention during        |       |   1                          |
|     | lesson, as needed.      |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher gives feedback  |       |   ----------- --------       |
|     | on academic performance |       | --- ------------ ----------- |
|     | (reiterates, clarifies, |       |   1                          |
|     | reinforces;             |       |   2           3            4 |
|     | communicates clearly    |       |                              |
|     | what students did       |       |   Not         P              |
|     | correctly or how they   |       | artially   Moderately   Very |
|     | can improve; focuses on |       |   Effective   Effect         |
|     | lesson objective).      |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher focuses on      |       |   ----------- --------       |
|     | performance specifics   |       | --- ------------ ----------- |
|     | (i.e., not just "Good", |       |   1                          |
|     | or "Wrong").            |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
| **D |                         |       |                              |
| ime |                         |       |                              |
| nsi |                         |       |                              |
| on: |                         |       |                              |
| Les |                         |       |                              |
| son |                         |       |                              |
| I   |                         |       |                              |
| mpl |                         |       |                              |
| eme |                         |       |                              |
| nta |                         |       |                              |
| tio |                         |       |                              |
| n** |                         |       |                              |
+-----+-------------------------+-------+------------------------------+
| **  | **Thematic Unit (Whole  | **    |                              |
| I** | Group) Instruction**    | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Setting the            |       |                              |
|     | Scene:]{.underline} The |       |                              |
|     | teacher...              |       |                              |
|     |                         |       |                              |
|     | \- Builds background    |       |                              |
|     | knowledge.              |       |                              |
|     |                         |       |                              |
|     | \- Introduces           |       |                              |
|     | strategies, skills, and |       |                              |
|     | the purpose of the      |       |                              |
|     | lesson.                 |       |                              |
|     |                         |       |                              |
|     | \- Makes explicit       |       |                              |
|     | connections to the text |       |                              |
|     | (e.g., "learn by doing" |       |                              |
|     | activities, give        |       |                              |
|     | student opportunities   |       |                              |
|     | to practice using       |       |                              |
|     | relevant language,      |       |                              |
|     | etc.).                  |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | The teacher provides    |       |                              |
|     | instruction in oral     |       |                              |
|     | language development    |       |                              |
|     | connected to a content  |       |                              |
|     | area theme.             |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | The teacher conducts    |       |                              |
|     | *shared reading* to     |       |                              |
|     | develop students'       |       |                              |
|     | literacy skills in the  |       |                              |
|     | context of the theme.   |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | The teacher conducts    |       |                              |
|     | *shared writing* to     |       |                              |
|     | develop students'       |       |                              |
|     | literacy skills in the  |       |                              |
|     | context of the theme.   |       |                              |
+-----+-------------------------+-------+------------------------------+
| **\ | **Small Group           | **    |                              |
| **  | Instruction**           | \"X\" |                              |
|     |                         | if    |                              |
| **  |                         | obser |                              |
| J** |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Setting the            |       |                              |
|     | Scene:]{.underline} The |       |                              |
|     | teacher...              |       |                              |
|     |                         |       |                              |
|     | \- Builds background    |       |                              |
|     | knowledge.              |       |                              |
|     |                         |       |                              |
|     | \- Introduces           |       |                              |
|     | strategies, skills, and |       |                              |
|     | the purpose of the      |       |                              |
|     | lesson.                 |       |                              |
|     |                         |       |                              |
|     | \- Makes explicit       |       |                              |
|     | connections to the text |       |                              |
|     | (e.g., "learn by doing" |       |                              |
|     | activities, give        |       |                              |
|     | student opportunities   |       |                              |
|     | to practice using       |       |                              |
|     | relevant language,      |       |                              |
|     | etc.).                  |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Reading the            |       |                              |
|     | Text:]{.underline} The  |       |                              |
|     | teacher...              |       |                              |
|     |                         |       |                              |
|     | \- Introduces the book, |       |                              |
|     | genre, characters, etc. |       |                              |
|     | ("book talk").          |       |                              |
|     |                         |       |                              |
|     | \- Provides skill       |       |                              |
|     | instruction in phonics  |       |                              |
|     | and vocabulary.         |       |                              |
|     |                         |       |                              |
|     | \- Introduces and       |       |                              |
|     | models reading          |       |                              |
|     | strategies for          |       |                              |
|     | students.               |       |                              |
|     |                         |       |                              |
|     | \- Provides students    |       |                              |
|     | opportunities to read   |       |                              |
|     | independently.          |       |                              |
|     |                         |       |                              |
|     | \- Observes students    |       |                              |
|     | reading and provides    |       |                              |
|     | support.                |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Returning to the       |       |                              |
|     | Text:]{.underline} The  |       |                              |
|     | teacher...              |       |                              |
|     |                         |       |                              |
|     | \- Provides explicit    |       |                              |
|     | instruction on reading  |       |                              |
|     | strategy use, language  |       |                              |
|     | development, literacy   |       |                              |
|     | skills, phonics, and    |       |                              |
|     | word study.             |       |                              |
|     |                         |       |                              |
|     | \- Gives students the   |       |                              |
|     | opportunity to revisit  |       |                              |
|     | the featured reading    |       |                              |
|     | skill/strategy (e.g.,   |       |                              |
|     | by participating in an  |       |                              |
|     | activity or responding  |       |                              |
|     | to teacher's            |       |                              |
|     | questions).             |       |                              |
|     |                         |       |                              |
|     | \- Encourages students  |       |                              |
|     | to discuss what they    |       |                              |
|     | have read.              |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Responding to the      |       |                              |
|     | Text:]{.underline} The  |       |                              |
|     | teacher...              |       |                              |
|     |                         |       |                              |
|     | \- Engages students in  |       |                              |
|     | discussion about the    |       |                              |
|     | text.                   |       |                              |
|     |                         |       |                              |
|     | \- Provides students an |       |                              |
|     | opportunity to write    |       |                              |
|     | about the text.         |       |                              |
|     |                         |       |                              |
|     | \- Creates              |       |                              |
|     | opportunities for       |       |                              |
|     | academic language use.  |       |                              |
|     |                         |       |                              |
|     | \- Develops language    |       |                              |
|     | via corrective          |       |                              |
|     | feedback.               |       |                              |
|     |                         |       |                              |
|     | \- Extends language via |       |                              |
|     | responsive feedback.    |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher checks student  |       |   ----------- --------       |
|     | comprehension of text   |       | --- ------------ ----------- |
|     | by asking questions.    |       |   1                          |
|     |                         |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher engages         | []{.  |   ----------- --------       |
|     | students in meaningful  | mark} | --- ------------ ----------- |
|     | interactions about      |       |   1                          |
|     | text.                   |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
| **  | **Phonics/Word Study    | **    |                              |
| K** | Instruction**           | \"X\" |                              |
|     |                         | if    |                              |
|     |                         | obser |                              |
|     |                         | ved** |                              |
+-----+-------------------------+-------+------------------------------+
|     | [Instructional          |       |                              |
|     | conf                    |       |                              |
|     | iguration:]{.underline} |       |                              |
|     |                         |       |                              |
|     | \- Instruction was      |       |                              |
|     | conducted whole group.  |       |                              |
|     |                         |       |                              |
|     | \- Students were        |       |                              |
|     | grouped by stage of     |       |                              |
|     | language acquisition.   |       |                              |
|     |                         |       |                              |
|     | \- Students were        |       |                              |
|     | grouped by primary      |       |                              |
|     | language.               |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | \- Students engage in   |       |                              |
|     | singing or chanting to  |       |                              |
|     | learn phonics/word      |       |                              |
|     | study skills.           |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | \- Students are exposed |       |                              |
|     | to manipulatives such   |       |                              |
|     | as word wall cards,     |       |                              |
|     | word sort cards, letter |       |                              |
|     | tiles, dry erase        |       |                              |
|     | boards, etc. to learn   |       |                              |
|     | phonics/word study      |       |                              |
|     | skills.                 |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | \- Students have        |       |                              |
|     | opportunities to engage |       |                              |
|     | in interactive writing. |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | systematic, explicit    |       | --- ------------ ----------- |
|     | instruction in decoding |       |   1                          |
|     | skills (primary) or on  |       |   2           3            4 |
|     | sentence and word       |       |                              |
|     | structure               |       |   Not         P              |
|     | (intermediate).         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | systematic, explicit    |       | --- ------------ ----------- |
|     | instruction in phonemic |       |   1                          |
|     | awareness.              |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | systematic, explicit    |       | --- ------------ ----------- |
|     | instruction in          |       |   1                          |
|     | letter-sound            |       |   2           3            4 |
|     | correspondence.         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Teacher provides        |       |   ----------- --------       |
|     | systematic, explicit    |       | --- ------------ ----------- |
|     | instruction in          |       |   1                          |
|     | vocabulary and          |       |   2           3            4 |
|     | vocabulary development. |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
| **  | **General Instructional |       |                              |
| L** | Environment**           |       |                              |
+-----+-------------------------+-------+------------------------------+
|     | Rate the extent to      |       |   ----------- --------       |
|     | which students are      |       | --- ------------ ----------- |
|     | "on-task" during        |       |   1                          |
|     | literacy                |       |   2           3            4 |
|     | activities.[^2]         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | The length of the       |       |   ----------- --------       |
|     | literacy activities     |       | --- ------------ ----------- |
|     | appears to be the right |       |   1                          |
|     | length for most         |       |   2           3            4 |
|     | students.               |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+
|     | Transitions between     |       |   ----------- --------       |
|     | instructional           |       | --- ------------ ----------- |
|     | activities are short    |       |   1                          |
|     | and efficient.          |       |   2           3            4 |
|     |                         |       |                              |
|     |                         |       |   Not         P              |
|     |                         |       | artially   Moderately   Very |
|     |                         |       |   Effective   Effect         |
|     |                         |       | ive   Effective    Effective |
|     |                         |       |   ----------- --------       |
|     |                         |       | --- ------------ ----------- |
+-----+-------------------------+-------+------------------------------+

If teacher is in Treatment School, skip to Materials 1 below. If teacher
is in Control School, skip to Materials 2 below.

Materials 1.

  ---------------------------------------- ---------------------------------------- ---------------------------------------- -------------
  **MATERIALS USED DURING OBSERVATION --                                                                                     
  For [TREATMENT CLASSROOMS                                                                                                  
  ONLY]{.underline}**                                                                                                        

  **Whole Group**                          **Small Group**                          **Phonics/Word Study**                   **Other**

   Thematic Unit Teacher's Guide           Leveled guided reading books            Audio CD                               

   Chant Poster                            Newcomer book                           Phonics Song Charts (1-3 only)         

   Concept Poster                          Benchmark books                         Take-Home Books (1-3 only)             

   Newcomer Book                           Reading Strategy Cards                  Word Wall Starters (1-3 only)          

   Oral Language Audio CD                  Other                                   Enhanced Phonics Song Charts (1-3      
                                           \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   only)                                    

   Shared Writing Card                     Other                                   Enhanced Phonics Take-Home Books (1-3  
                                           \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_       only)                                    

   Writing Resource Guide                                                           Enhanced Phonics Audio CD (1-3 only)   

   Picture Cards                                                                    Word Study Song Charts                 

   Language Learning Masters                                                        Word Study Activity Masters            

   Home-School Connection Masters                                                   Word Sort Card Masters                 

   Standardized Test Practice Masters                                               Other                                  
                                                                                    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   

   Big Book/Class Selection/Small Book                                              Other                                  
                                                                                    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   

   Big Book/Class Selection Audio CD                                                                                        

   Total Physical Response (TPR) Cards                                                                                      

   Manipulative Chart (1-3 only)                                                                                            

   Transparencies (4-5 only)                                                                                                

   Academic Language Builder (4-5 only)                                                                                     

   Other                                                                                                                    
  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                     

   Other                                                                                                                    
  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                     
  ---------------------------------------- ---------------------------------------- ---------------------------------------- -------------

Materials 2.

  ---------------------------------------- ---------------------------------------- ---------------------------------------- ----------------
  **MATERIALS USED DURING OBSERVATION --                                                                                     
  [FOR CONTROL CLASSROOMS                                                                                                    
  ONLY]{.underline}**                                                                                                        

  **Whole Group**                          **Small Group**                          **Phonics/Word Study**                   **Other**

   Teacher's Guide                         Leveled guided reading books            Song Charts                            

   Charts                                  Benchmark books                         Take-Home Books                        

   Posters                                 Reading Strategy Cards                  Word Wall Starters                     

   Audio CDs                               Other                                   Word Sorts                             
                                           \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                            

   Picture Cards                           Other                                   Audio CD                               
                                           \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                            

   Transparencies                                                                   Other                                  
                                                                                    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   

   Big Book/Class Selection/Small Book                                              Other                                  
                                                                                    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   

   Other                                                                                                                    
  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                     

   Other                                                                                                                    
  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                     

                                                                                                                             
  ---------------------------------------- ---------------------------------------- ---------------------------------------- ----------------

The U.S. Department of Education wants to protect the privacy of
individuals who participate in surveys.  Your answers will be combined
with other surveys, and no one will know how you answered the
questions.  This survey is authorized by law (1) Sections 171(b) and 173
of the Education Sciences Reform Act of 2002, Pub. L. 107-279 (2002);
and (2) Section 9601 of the Elementary and Secondary Education Act
(ESEA), as amended by the No Child Left Behind (NCLB) Act of 2001
(Pub. L. 107-110). Responses to this data collection will be used only
for statistical purposes.  The reports prepared for this study will
summarize findings across the sample and will not associate responses
with a specific district or individual.  We will not provide information
that identifies you or your district to anyone outside the study team,
except as required by law. 

  -----------------------------------------------------------------------
  According to the Paperwork Reduction Act of 1995, no persons are
  required to respond to a collection of information unless it displays a
  valid OMB control number. The valid OMB control number for this
  information collection is **xxxx-xxxx**. The time required to complete
  this information collection is estimated to average 5 minutes per
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  needed, and complete and review the information collected. If you have
  any comments concerning the accuracy of the time estimate(s) or
  suggestions for improving this form, please write to: U.S. Department
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  regarding the status of your individual submission of this form, write
  directly to: U.S. Department of Education, Institute of Education
  Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208.

  -----------------------------------------------------------------------

**[CLASSROOM OBSERVATION TRANSCRIPT]{.underline}**

Date:

School:

Teacher observed:

Grade:

Number of students:

Observation start time: Observation end time:

Observation purpose:

*Insert time during transition points.*

*Use Methodological Notes \[MN\], Observational Comments \[OC\],
Observational Notes \[ON\] or Theoretical Notes \[TN\] to demarcate your
notes in \[brackets\].*

**ELEMENTS OF OBSERVATION TRANSCRIPTS**

**MN: Methodological Note** *--* Use this to note anything related to
the observation process and data collection. Examples include your
battery running out, inability to hear, parents leaning over your
computer, etc..

*[Example.]{.underline}*

\[MN: My battery ran out and I had to switch to my notepad. I missed
some of the student teacher dialogue as a result.\]

**OC: Observation Comment** -- Use this to note actions (emotional and
physical) and behaviors observed in the classroom. Examples include
teacher gestures, volume, and tone, student behaviors, classroom
dynamics -- things that may not be reflected in the mere dialogue you
are transcribing.

*[Example.]{.underline}*

\[OC: A disengaged student got up from his desk to whisper to his
neighbor. The teacher stopped instruction and gave

him a disapproving stare with her hands on her hips.\]

**ON: Observation Note --** Use this to note what you think an activity
or observation might mean with low or high level of inference. Examples
may include what teachers don't do in instruction, how a teacher chooses
to work with/respond to a student and what that might mean, or how
students do/don't work together and what that might say about the
learning environment and dynamic in the classroom. These notes all
relate to what it might mean.

*[Example.]{.underline}*

\[ON: The teacher continues to ask an ESL student the same comprehension
question, despite the fact that the

> student did not seem able to read the text. She doesn't direct him to
> glean meaning from the pictures and she doesn't try to make
> connections between the story content and the student's familiar
> environment or experiences. She offers no comprehensible input. It
> seems like she has not spent any time building his background or
> assessing his ability level. She expects the same from him as her
> English speaking students.\]

**TN: Theoretical Note** -- Use this to note your interpretations or
theoretical ideas of what you observed. These should link back to the
research questions and study purpose. It connects what you observed to
the greater purpose of the study. Examples may include interpretation
related to level of implementation, teacher capacity, material use, or
student engagement and learning.

*[Example.]{.underline}*

\[TN: This teacher has a solid grasp of small group instruction. She
differentiates instruction as needed and assesses students as she
progresses through the lesson.\]

![](media/image1.png){width="1.7083333333333333in"
height="1.0138888888888888in"}

**[INTERVIEW PROTOCOL FOR TEACHERS]{.smallcaps}**

**instructions:** *For each classroom observation performed the
following pre-observation question and post-observation interview needs
to be performed. Please note that all instructions for
observers/interviewers, who are administering the interview questions,
are italicized. If possible, researchers should review the teacher's
implementation log from the prior week to identify any areas of low
implementation or concerns. These areas should be addressed with the
teacher during the interview time. The interview should last about 20-30
minutes. If there is insufficient interview time, the researcher may
want to consider emailing interview questions in advance and
prioritizing key questions that must be addressed during the interview
time. Prior to the site visit, note the names of the school principal --
you or the teacher may refer to him/her by name during the interview.*

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Time:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Interviewee(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Interviewer:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Pre-observation questions**

*If possible, email teachers in advance to remind them of the
observation day and time as well as to collect information about the
materials they will be using during the observation. Also request the
lesson and lesson purpose for the day of observation. If you can't
collect this information in advance, try to touch base with the teacher
in the classroom prior to your observation. In this case, upon entering
the classroom say "hi" to the teacher and express appreciation for
allowing you to observe the lesson. Ask the teacher to just do what
she/he would normally do and that you are just going to unobtrusively
observe. Ask the following brief questions:*

1\. What ESL materials will you be using today? Is this the first day
students will be exposed to these materials?

2\. What is your intent or purpose for the lesson today? What do you
want to accomplish?

**Post-Observation Interview**

*Thank the teacher for allowing you to observe the class and try to
validate or compliment something that happened in the class during your
observation. Remind the teacher of the purpose of this observation in
conjunction with the research study as well as your role in protecting
the anonymity of the teacher's responses. **Please note that the
post-observation interview should be completed the same day as the
actual observation if at all possible**. Please ask the following:*

**about today's lesson**

1.  Did the instruction I observed go as you intended?  Yes  No

2.  a\. Did you accomplish what you wanted to?  Yes  No

> b\. Why or why not?

3.  a\. Was today's instruction pretty representative of how you do
    things?  Yes  No

> b\. If not, why?

**about your class/GROUP OF STUDENTS**

4.  a\. Do you have a wide range of [levels of literacy
    development]{.underline} across the students in

> your class?  Yes  No
>
> If yes, please describe the range.
>
> b\. Do you have a wide range of [stages of language
> acquisition]{.underline} across the students in
>
> your class?  Yes  No
>
> If yes, please describe the range.

5.  a\. Do you have any special education students who participate in
    your ELL instruction?

>  Yes  No
>
> b\. Do they receive additional services? If yes, what type?

**about your ELL instruction**

> 6\. Describe your approach to ESL instruction and the materials you
> use. \[***Probe*** on nature/frequency of instruction with ELLs\]

7\. a. What assessments do you use with your ELL students?

b\. *If teacher is in CONTROL school, skip to 7c.* What assessments,
other than OWE/RISE, do you used with your students (if any)?

c\. How often do you assess your ELL students?

d\. How does assessment guide your teaching? Can you give me a recent
example?

> 8\. a. How do you group students for small-group instruction (e.g., by
> language proficiency, literacy level, primary language, etc)?

i.  Do you use flexible grouping?  Yes  No

ii. Have you changed these groups often?  Yes  No

iii. If yes, on what did you base regrouping students?

9\. How are you differentiating your instruction for your ELL students?

10\. *If teacher is in CONTROL school, skip to 11.* Have you used any
supplemental ELL materials to the OWE curriculum?  Yes  No

a\. If yes, what materials?

b\. If no, have you found a need to supplement your curriculum?  Yes 
No

11\. What kind of professional development and support do you receive in
ELL instruction?

\[***Probe:*** How often have you received support? What is the nature
of support you've received?\]

\[***Probe:*** How would you describe the quality of support you've
received from your RISE facilitator?\]

> 12\. a. Are you receiving adequate support at the [school
> level]{.underline} for your ELL instruction?
>
>  Yes  No

b\. Are you receiving adequate support at the [district
level]{.underline} for your ELL instruction?

 Yes  No

c\. Do you have opportunities to confer with other ELL teachers?

 Yes  No

d\. In what ways/areas do you need additional support?

> e\. What are the most significant ways in which the OWE/RISE programs
> have influenced your ELL

instruction?

13\. How well do your current ELL materials align with your district's
ESL/ELD standards?

14\. How well do your current ELL materials meet the content, oral
language, literacy, and academic language objectives necessary for
optimal student learning?

15\. What aspects of your current ELL program/materials have been most
valuable to your ELL instruction?

16\. What kind of barriers, if any, have you experienced in your ELL
instruction? *For teachers in TREATMENT schools*, what kind of barriers
have you experienced in your implementation of the OWE and RISE
programs?

17\. What, if any, have been the shortcomings of your current ELL
materials? *For teachers in TREATMENT schools*, what have been the
shortcomings of the OWE/RISE programs? How could these issues be
addressed?

**ABOUT STUDENT IMPACTS**

> 18\. a. Have your current ELL materials had an impact on students'
> *interest* in reading?
>
>  Yes  No
>
> b\. If yes, what have you observed that leads you to believe this?
>
> 19\. a. Based on your observations and assessments, what impact has
> your implementation of your current ELL program had on student
> language acquisition and literacy development?

b\. Is this level and rate of learning typical compared to other
students?

The U.S. Department of Education wants to protect the privacy of
individuals who participate in surveys.  Your answers will be combined
with other surveys, and no one will know how you answered the
questions.  This survey is authorized by law (1) Sections 171(b) and 173
of the Education Sciences Reform Act of 2002, Pub. L. 107-279 (2002);
and (2) Section 9601 of the Elementary and Secondary Education Act
(ESEA), as amended by the No Child Left Behind (NCLB) Act of 2001
(Pub. L. 107-110). Responses to this data collection will be used only
for statistical purposes.  The reports prepared for this study will
summarize findings across the sample and will not associate responses
with a specific district or individual.  We will not provide information
that identifies you or your district to anyone outside the study team,
except as required by law. 

  -----------------------------------------------------------------------
  According to the Paperwork Reduction Act of 1995, no persons are
  required to respond to a collection of information unless it displays a
  valid OMB control number. The valid OMB control number for this
  information collection is **xxxx-xxxx**. The time required to complete
  this information collection is estimated to average 5 minutes per
  respondent, including the time to review instructions, gather the data
  needed, and complete and review the information collected. If you have
  any comments concerning the accuracy of the time estimate(s) or
  suggestions for improving this form, please write to: U.S. Department
  of Education, Washington, DC 20202. If you have comments or concerns
  regarding the status of your individual submission of this form, write
  directly to: U.S. Department of Education, Institute of Education
  Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208.

  -----------------------------------------------------------------------

[^1]: This protocol includes items adapted from the English Language
    Learner Classroom Observation Instrument (ELLCOI). Psychometric
    properties of the original instrument are reported in Baker et al.
    (2004). Adaptations have been made with the understanding that the
    psychometric properties of the ELLCOI pertain solely to the original
    scale. Researchers will pilot test the adapted instruments with a
    small sample of teachers prior to use to ensure that the instrument
    retains important psychometric properties, in particular reliability
    and validity of use.

[^2]: When rating this item, consider that the more "on task" a teacher
    is, the "more effective" s/he is in practice.