Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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## Appendix **E .**  **Principal Interview Protocol**Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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# Study on Sustaining the **Positive Effects of Preschool Principal Interview Protocol**  Interviewer_____________________________________ Interviewee ID #_________________ Site __________________________________________ Date/Time_____________________ **Introducti on**  My name is ______, and I work for American Institutes for Research (AIR). We’ve been contracted b y the U.S. Department of Education to conduct case studies on sites that are implementing particular programs to support early elementary students. As y ou may

know, the purpose of the study is to document characteristics of programs and policies in earl y elementary school that support student growth and development, such as PK

– 3 alignment, differentiated instruction, and other programs designed to sustain th e advantages of preschool. We are interested in learning more about the theoretical or practical background of these programs, how they are implemented, how they are sustained and funded, and their outcomes. I want to reassure you that y our responses to this interview will be used only for research purposes . Though your site ’s name will appear in the final report, we will not provide y our name in any reporting or to anyone outside the study team, except as required by law. Because we are producing case stu dies of only a small number of named sites, it may be possible for a reader to identify y ou based on the data that we report, even though y our name will not be used. If there is information that you do not want shared directl y in any reporting, please let me know. I will now give you a consent form that provides more details about the study and your rights as a participant. Do y ou have an y questions about the study ? I plan to audio record this session, solely for our note

- taking purposes. Research staff wil l onl y use the audio recording, and we’ll destro y it when the project is done. Is that okay with y ou? **Role and Previous Education -**  **Related Experience** 1. I’d like to start b y asking you to tell me a bit about yourself. Briefl y, how did you come to be principal of [SCHOOLNAME]? Probes: a. What education

- related experiences did you have before you took on this role? **School Context** 2. In one or two sentences, how would y ou describe any unique features of y our school to a colleague from another district?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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3. You mentioned on the pre

- interview survey that X% of y our kindergartners attended preschool programs. Do y ou have any information about the quality , nature, or focus of those programs? **Approach to Program or Strategy and Implementation** My next questions focus very spec ificall y on [PROGRAM]. 4. I understand this program involves [BRI EFLY DESCRIBE OUR UNDERSTANDING OF THE PROGRAM]. Can you tell me more about all the activities involved? a. Are you targeting one particular subject matter or outcome? 5. Can y ou tell me about the way s y ou are involved with [PROGRAM] day to day ? a. Besides yourself, who else at the school is involved with the program and in what way s? 6. To what degree were you involved in the design of the program before the district or school first implemented it? If i nvolved: a. What research, theory , or experiences informed the development of [PROGRAM]? b. Who was involved in the design of the program? c. Did the initiative involve any approval processes, such as a grant application, new funding streams, or formal adoption by a school board? 7. What are the explicit goals of [PROGRAM]? a. Is your school doing an ything different from or in addition to the district’s program? b. If so: What is different and why ? 8. In what areas of student performance would you most like to see improvement as a result of yo ur program? If any of these are mentioned, be sure to get details (such as specific goals and rationale):  Higher achievement in certain content area  Better attendance  Reduced placement in special education  Reduced grade

- level retention  Better social or behavioral outcomes 9. Let’s talk about when the program was first rolled out here at the school. When was [PROGRAM] first implemented? a. If you were at the school then, can you describe what was needed to initially start up and roll out [PROGRAM]? If not mentioned, ask: a. What staff training was needed? b. What resources were required? c. What had to be done to ensure staff bu y - in to the program?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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10. In what way s do y ou or the district monitor fidelity of the program’s implementation? In other words, how do you know if the program is being rolled out as intended? **ASK QUESTIONS IN THE THREE FOLLOWING SECTIONS, DEPENDING ON WHICH TOPIC(S) IS/ARE A FOCUS FOR THE SITE VISIT.**  **TOPIC 1: PK**

**– 3 Alignment**  I’d like to talk a little more about PK

– 3 alignment efforts at your school. 11. Are assessments aligned, connected, or coordinated across grades? I f so, how? If not mentioned, ask: a. What assessments are used? How often are they given? b. How is the informati on from assessments used? c. Does your district use a Kindergarten Entry Assessment? I f so, which one? d. Do y ou receive the results of assessments for children that attended preschool, from their preschool programs? If so, how is this information used? 12. How are standards, curricula or other materials, and resources in different grades and in preschool related? a. What changes were made to standards and curricula, if an y, when [PROGRAM] was implemented? a. How do y ou assure children are learning new material and no t something learned the prior y ear? 13. Can y ou describe the training that teachers receive in order to align instructional practices across Grades PK

– 3? a. Can y ou describe any ongoing training? b. Do teachers have dedicated time to meet with teachers in other grades? c. How is data used and shared across grades? d. How, if at all, are preschool teachers included in this training and support? 14. Can y ou describe any training or support that you, as principal, received about PK

– 3 alignment? a. What is helpful about the suppo rt for you and what would y ou change? 15. How do teachers from preschool through Grade 3 know what other teachers are doing in their classrooms? a. Do they

have time to meet together? When? I s this time paid? 16. Can y ou describe any collaborative efforts y our scho ol might have with preschool programs? a. If this collaboration exists: What ty pes of activities does this collaboration involve?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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**TOPIC 2: Differentiated Instruction** Let’s talk now about how differentiated instruction looks in classrooms. 17. If not already dis cussed: Can y ou describe any particular approaches that you use to differentiate instruction? 18. How do teachers in the classroom, work with children at different skill levels? a. Can y ou describe how and whether students are placed in groups or assigned to s pecific classrooms or teachers? [If applicable: ] How long do these grouping assignments last? b. Are there specific strategies or practices used for personalizing instruction in kindergarten and first grade that are different from other grades? How are these different than strategies that teachers in later grades (Grade 2 and bey ond) might be using? 19. On what characteristic or skill is instruction differentiated? 20. How does the school identify the individual needs of students? How is student progress monitored? If not mentioned, ask: a. What assessments are used? b. How is the information from assessments used? c. How often are children assessed? 21. What resources and tools help teachers effectively differentiate instruction with students? If not mentioned, ask: a. How, if at all, are curricula or other materials and resources used? b. How, if at all, is technology used? c. How, if at all, are small groups used? 22. How are teachers trained and supported on differentiation strategies? a. Can y ou describe any ongoing training? b. In what other way s does the school support teachers in differentiating instruction? 23. Can y ou describe any training or support that you, as principal, received about differentiation strategies? a. What is helpful for y ou about that support, and what would y ou change? 24. How do teachers differentiate instruction for students with higher skills or competencies? **ASK QUESTIONS IN FOLLOWING SECTIONS OF ALL INTERVIEWEES. Other Specific Interventions or Supports**  25. Are there an y other programs or supports for earl y elementary students, designed to sustain the effects of preschool or otherwise support their learning and development, that we have not y et talked about?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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If yes, ask questions 26

- 29: 26. What activities take place at the school as part of this program? 27. Who does the program serve? If the following are mentioned, make sure to get details:  Parents  Particular groups of students (e.g., those who attended preschool, English language learners, students with disabilities) 28. How are activities or approaches decided upon? What guidance do program staff members receive to carry

out the program? 29. Tell me about the staff who implements [PROGRAM]. Who are they , and what roles do they play ? If not mentioned, ask: a. Do y ou, as principal select them? I f so, how did you select them? b. How were staff roles determined? c. Have these staff received any special training or professional development? I f so, what did that training focus on?

**Outcomes** You previously

stated that y our goals were [RESTATE GOALS FROM QUESTION ABOVE]

. How do y ou measure progress agai nst those goals? 30. What effect, if an y, do you think [PROGRAM] has had on student outcomes in kindergarten through third grade? If interviewee reports effect: a. For which outcomes have y ou seen gains? b. How are these gains measured or documented? c. Have these gai ns been consistent over time? d. Can y ou share or point us to the data demonstrating these patterns? If no effect: a. What do y ou think are the barriers to seeing more gains? 31. Has your school documented changes in teacher practices? Teacher turnover? If yes: a. H ave you seen an y patterns? b. Can y ou share any

data with us?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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If no: a. What do y ou think are the barriers to changes in teacher practice? **Success, Challenges, and Sustainability** 32. Overall, what is working well with [PROGRAM] at y our school? 33. What aspect of [PROGRAM] needs strengthening? Why ? a. What plans do y ou have to try to strengthen it? 34. What challenges have yo u experienced in implementing this program, and what steps did y ou take or may

still be needed to address them? 35. Is [PROGRAM] an appro ach that will or should continue for the long term, in y our opinion? 36. Are there resources you need to continue [PROGRAM]? 37. One purpose of this study is to help other schools potentially begin a similar program. What advice would you give to such schools? Are there certain resources, structures, or capabilities that need to be in place for a program like this to succeed? 38. Those are all the questions Ihave. Are there any questions that Ishould ask about [PRORAM] that Ididn’t? I s there an ything else you’d like to share with me today in regard to [PROGRAM]?