National Evaluation of 

Title III Implementation— 

Report on State and 

Local Implementation

Appendix G—Data Collection Instruments

Submitted to 

U.S. Department of Education 

Office of Planning, Evaluation and Policy Development 

Policy and Program Studies Service

Prepared by

Courtney Tanenbaum 

Andrea Boyle 

Kay Soga 

Kerstin Carlson Le Floch 

Laura Golden 

Megan Petroccia

Michele Toplitz

James Taylor, Project Director

Jennifer O’Day, Principal Investigator

American Institutes for Research

Washington, DC 

2012 
This report was prepared for the U.S. Department of Education under Contract Number ED-04-CO0025/0017. Elizabeth Eisner served as the contracting officer’s representative. The views expressed 

herein do not necessarily represent the positions or policies of the Department of Education. No official 

endorsement by the U.S. Department of Education is intended or should be inferred. In addition, any 

mention of trade names, commercial products, services or organizations in this report does not imply 

endorsement by the U.S. Department of Education. 

U.S. Department of Education

Arne Duncan 

Secretary

Office of Planning, Evaluation and Policy Development

Carmel Martin 

Assistant Secretary

Policy and Program Studies Service

Stuart Kerachsky 

Director

May 2012 

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. 

Although permission to reprint this publication is not necessary, the citation should be U.S. Department 

of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies 

Service, National Evaluation of Title III Implementation—Report on State and Local Implementation, Washington, 

DC, 2012. 

This report is also available on the Department’s website at 

http://www.ed.gov/about/offices/list/opepd/ppss/index.html. 

On request, this publication is available in alternative formats, such as Braille, large print or CD. For 

more information, please contact the Department’s Alternate Format Center at 202-260-0852 or 202-

260-0818. 

Content Contact 

Liz Eisner 

202-260-1109 

elizabeth.eisner@ed.gova
Contents iii 

Contents

Appendix G. State, District, and Survey Protocols................................................................ 221


Appendix G

APPENDIX G:

STATE, DISTRICT, AND SURVEY PROTOCOLS


Appendix G 221

Appendix G. State, District, and Survey Protocols

NETI 

The National Evaluation of Title III Implementation 

____________________________________________________ 

State Title III Director Interview Protocol

Prepared By: Prepared For:

American Institutes for Research U.S. Department of Education

Contract No. ED-04-CO-0025/0017

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 number. The valid OMB control number of this information collection is 1875-0254. The time required to 

complete this information collection is estimated to average 60 minutes. If you have any comments concerning the accuracy of 

the time estimates(s) or suggestion for improving this form, please write to: U.S. Department of Education, Washington, 

20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to:

Policy and Program Studies Service, Office of the Deputy Secretary, US Department of Education, 400 Maryland Avenue, SW, 

Washington, DC 20202.
Appendix G 222

Dear State Official,

Thank you for agreeing to participate in the Evaluation of State and Local Implementation of 

Title III Standards, Assessments, and Accountability Systems. To recap what our accompanying 

materials have already described:

• Purpose of Study: The purpose of this study is not to monitor 

Title III implementation, but to describe the implementation of Title III in states and 

school districts across the country.

• Sponsor: The study is being conducted by the American Institutes for Research, 

edCount, and Windwalker Corporation under a contract from the U.S. Department of 

Education. 

• Response Burden: Preparation for this interview, including completion of the data 

confirmation document, should require less than 30 minutes of your time. The 

telephone interview itself should require approximately 60 minutes of your time.

• Benefits: Your participation will help inform policy makers, educators and 

researchers at the local, state, and national level of the implementation of No Child 

Left Behind. 

• Participation: Your participation in the study is mandatory as a condition of receiving 

Title III funds.

• Confidentiality: Because these questions reflect your state’s policies or practices, 

they may be reported on a state-by-state basis, and we can’t ensure confidentiality. 

• More Information: For questions or more information about this study, you may 

contact the Project Director, James Taylor, at AIR at 1-202-403-5000. 
Appendix G 223

Title III State Interview Protocol 

Pre-interview script

Evaluation of State and Local Implementation of Title III Standards, Assessments, and 

Accountability Systems 

• Evaluation funded by the U.S. Department of Education

• New and different study than SSI-NCLB, but some questions will follow up information 

collected from that study

• American Institutes for Research is an independent contractor conducting these 

interviews

• Collected as much information as possible through available documents

• Collaborated with the National Clearinghouse for English Language Acquisition 

(NCELA), which has already compiled much data on Title III implementation

• Today’s focus is on questions that we haven’t been able to address through these other 

sources.

• Confirm that Data Confirmation Form was completed and check for any outstanding 

questions

Confidentiality

• Because these questions reflect your state’s policies or practices (which are a matter of 

public record), they may be reported on a state-by-state basis, and we can’t ensure 

confidentiality. However, I do want to assure you that we will not attribute any quotes to 

you personally, and most of our state findings will be reported in the aggregate (e.g., the 

number of states that follow a particular approach). 

Recording

• In order to capture the large amount of data your responses will provide, your interview 

will be digitally recorded. This tape may be shared with others within our evaluation 

team, but only for purposes of analysis. Is it okay to begin recording now? 

• [Press *2] There will be a brief pause and an automated voice will indicate that recording 

has begun.

Do you have any questions before we begin? Let’s get started.
Appendix G 224

STANDARDS FOR ENGLISH LANGUAGE PROFICIENCY

I’d like to ask you a few questions about your current English language proficiency 

standards. 

1. Is your state planning any changes to your current ELP standards? 

 No 

 Yes Please describe the anticipated changes. When will they be 

implemented? ________________________________________

2. Can you describe the primary way(s) in which the state (SEA or related state 

agencies) uses the ELP standards? 

 Text selection/approval

 Curriculum development/selection/approval

 Support programs chosen (PD, etc.) 

 Other _____________________________________________________

3. Does your state provide guidance or support to subgrantees on how to implement the 

standards? 

 No 

 Yes Please describe support _____________________________

4. Tell me about the relationship between your ELP standards and content area 

standards [capture open ended data]

4a. Has your state developed any linkages between your ELP standards and 

your state’s content standards? 

 No  Do you have any plans to make the linkages?_______________

 Yes  Can you briefly describe the linkage process, including who was 

involved, and which subjects were linked? ______________________

ASSESSING LEP STUDENTS

Now I’m going to ask a few questions about how your state defines LEP and places 

students in LIEP programs. What term does your state use to refer to LEP students? 

[Use state-specific term throughout interview]

5. For the purposes of Title III, how does your state identify “LEP students”? 

_______________________ [If assessment results are included, obtain details 

of assessment—ask if assessment is the same as is used for accountability] 

5a. Probe for details about the use of home language survey, including what the 

questions are, whether districts can make changes, etc. Also, if an 

assessment is used, probe for the name of the screener assessment and 

criteria. [Obtain documentation of identification procedure wherever possible.]
Appendix G 225

5b. Are these criteria you use for other programs, including for Title I and to 

determine who receives services at the district and school level?

6. What criteria does your state use for the placement of LEP students into the LIEP 

programs offered in your state? ___________ [If assessment results are used, obtain 

details of assessment—ask if assessment is the same as is used for accountability. If state has 

different processes for different types of programs, obtain details on those processes.] 

Next, I’d like to ask you some questions about how LEP students exit LIEP programs 

and services.

7. What criteria does your state use for determining the exit of LEP students from LIEP 

programs? ______________________________ [If assessment results are included, 

obtain details of assessment—ask if assessment is the same as is used for accountability; also, 

obtain documentation of exit criteria if possible.] 

8. How does your state determine when an LEP student has exited the LEP subgroup 

for Title III purposes (been reclassified)?________________ 

8a. Is that the same exit criteria used for Title I accountability?

 No  How are the criteria different? _____________

 Yes

9. Are criteria about identification, placement, reclassification, and exit of LEP students 

from LEP services determined at the state level or district level? 

 State Level Only

 District Level Only

 Other [Please describe] _______________________________

9a. How much discretion is there at the district or local level for the identification, 

placement, reclassification, and exit of individual students? [Only ask 9a for clarity 

if not ascertained from previous questions.]

10. Is there a process for ensuring the ELP standards are reflected in the state 

ELP assessment? 

 No 

 Yes  Please describe _______________

10a. Has your state aligned your ELP standards with your ELP assessment? 

(2.2.1)

 No  When does your state hope to undertake the alignment process? 

____________________________________________

 Yes  Can you briefly describe the alignment process, including who 

was involved? ___________________________________

• Did you use an outside contractor to do the alignment? 

 No 

 YesDid you make any changes/adjustments to the 

alignment report completed by the contractor? [Y/N]
Appendix G 226

11. Can you describe for me how the results of the ELP assessment (used for 

accountability) are used at the state level? _________________________

The next several questions will be about accountability and AMAOs.

12. For what school year were your current (2009–10) AMAOs first put into place? 

__________(3.1.1.4) 

13. Please describe the development of your state’s current AMAOs. [Capture open-ended 

data but probe for sub-items if not mentioned] ___________________________

13a. What goals and contextual factors did you consider when setting your 

state’s current AMAOs? _________________________________

13b. What kind of data did you use to develop them? [If assessment data was used, 

proceed with 12b1 and 12b2]_______________________________________

12b1. What is the name of the assessment? _____________

12b2. Which years of assessment data were used to set the targets? ____ 

[Do not spend a lot of time probing for every detail; consider asking about how many 

years instead of which specific years.] 

13c. Do your current AMAOs take into account the amount of time students have 

had access to LIEPs? 

 No 

 Yes Describe how that element is included.___________________

• Is this a change from past policy? ________________________

13d. Do you believe the targets that were set for your current AMAOs are goals

that are realistically attainable/reachable? 

 No  Why not? ___________________

 Yes Why? ___________________

13e. Do you believe the targets are set in a way that challenges/motivates the 

subgrantees to improve their practices? 

 No  Why not? ___________________

 Yes Why? ___________________

14. Can you briefly describe the changes (and the reasons for the changes) in your 

AMAOs from 2002–03 to now? _______________________________
Appendix G 227

15. Does your state apply a minimum subgroup size (n-size) to AMAO determinations?

 No 

 YesWhat is that number? ________ Is this the same n-size used for 

Title I accountability? _____________ 

15a. When did the state notify districts of performance relative to AMAOs under 

Title III based on the last school year (2008–2009)? (if they haven’t yet, when 

do they plan to?) ___________________________________________

16. Does your state fund any consortia of subgrantees [for districts with too few LEP 

students to qualify individually]? 

 No  Is there a specific reason as to why not? _________________

 Yes 

• How many districts are in consortia (out of how many subgrantees 

total)? ____ How many subgrantees are consortia?_____

• What criteria are used to determine if districts can form consortia? 

___________________________________________

• How are districts in consortia treated when it comes to AMAO 

determinations and accountability actions? (Are they lumped together 

or separated? Does this differ for each of the 3 AMAOs?) 

_______________________________

• What are rules on dissolving consortia and re-forming consortia with 

different districts in various years? ___________________

17. How is your state responding to the Notice of Interpretations released in fall 2008? 

__________________________________________________

SUPPORT

I’d like to talk about other consequences or state actions for districts that do not meet 

their AMAOs for 2 consecutive years or more under NCLB. Does your state have any 

districts/subgrantees in that situation? (If they have none in this situation, we want to 

know why not [all made it or recent AMAO change], if they have a plan, and what’s on 

the plan.) 
Appendix G 228

18. If I were a superintendent in a district that did not meet the state’s AMAOs for 

2 consecutive years or more, what actions or requirements should I expect from 

the state? [Capture open-ended data but listen for the following responses—probe on first 3 if 

necessary, especially TA]

 Be required to write an improvement plan

 Receive technical assistance ask item 21

 Be required to develop professional development strategy in collaboration 

with SEA

 Be required to implement specific programmatic interventions (e.g., new 

curriculum, new language instruction educational program)

 Discontinuation of Title III funding

 Replacement of educational personnel

 Other (e.g., improvement grants) [Please describe] _________

PROBE: Are these actions ONLY for districts not meeting AMAOs or part of

activities done with other districts across the state? ______________

19. How do you decide which actions to apply to these districts? [Capture open-ended data, 

but listen to whether or not a plan exists, if a needs assessment is done, or if it’s reactive]

__________________________________________________

20. Does your state have any subgrantees that have missed their AMAOs for 4 or more 

consecutive years? [If yes, continue with question—if no, ask why not (recent AMAO change 

or they’ve made it) if they have a plan in place, and if so, have them describe the plan]

20a. Do the actions taken with subgrantees missing AMAOs for 4 consecutive 

years differ from what you just described for those missing for 2 years? 

(please describe differences) ____________________

21. [Skip if technical assistance not mentioned in 18] Earlier you mentioned technical assistance 

as one of the actions the state provides districts not meeting their AMAOs. Can 

you describe the state-supported technical assistance provided to districts in this 

situation? We’re looking specifically at who received the assistance and what the 

focus was, and there’s a certain type of technical assistance we’re asking about. 

When I say technical assistance, I mean any assistance provided to district or 

school staff (both administrators and teachers) to help them implement 

Title III and any of the LEP student requirements outlined in NCLB. For this part 

of the interview, I don’t want you to include assistance that focus directly on 

improving teachers’ knowledge, skills, and instructional practices in the core 

content areas—in other words, interventions that we usually think of as 

professional development for teachers. That assistance will be addressed later in 

the interview. [Capture open-ended data. Code for the following variables and probe if 

necessary.] ____________________________________________
Appendix G 229

21a. Recipients [Lower priority] 

 District administrators

 School administrators

 Teachers (make sure it’s TA only and not PD)

 Other (paraprofessionals, community, parents, etc.) [Please describe] 

_________________________________

21b. Focus 

 Needs assessment

 Assessment issues 

 Data (use/collection)

 NCLB requirements

 Placement/reclassification of LEP students

 Curricular or instructional practices

 Other [Please describe]____________________________

22. Broadly speaking, does the state provide technical assistance to all subgrantees, 

regardless of AMAO status? If so, how might that be different from what is 

provided to those missing their AMAOs? __________________

23. Do you differentiate your support for: 

23a. districts that miss their AMAOs for two versus four consecutive years 

 No 

 Yes  How do you differentiate? _____________________

23b. based on which AMAOs were missed [1 and 2, vs. 3, for example] 

 No 

 Yes  How do you differentiate? _____________________

23c. based on Title I accountability status (probe about specific requirements or 

supports for districts that have both missed AMAOs and been identified for 

improvement under Title I)

 No 

 Yes  How do you differentiate? _____________________

23d. based on other district characteristics? 

 No 

 Yes  How do you differentiate? _____________________

24. Do you have specific requirements for or provide specific kinds of supports for 

districts that have both missed their AMAOs and that have been identified for 

improvement under Title I? [Lower priority.]

 No 

 Yes  What are the plans? ______________________________
Appendix G 230

STATE SUPPORT INFRASTRUCTURE

Now I’d like to talk a bit about how the SEA organizes its work with respect to 

Title III and LEP issues.

25. How many FTEs do you have at the state level working with Title III? ______

25a. How many people fill these FTEs? _______________________

25b. Do you work only on Title III or do you also work in other programs or 

areas? ________________________________________________ 

26. Could you tell me a bit about your position and responsibilities at the SEA as 

Title III director? 

____________________________________________________

26a. To whom do you report (what division)? _________________________

26b. What are your specific responsibilities with respect to Title III?________

25b1. Are you responsible for calculating and tracking AMAOs or is that 

done elsewhere in the department? [Lower priority.] _________________

27. Are there staff in other SEA units who have some responsibility for LEP issues? 

 No

 Yes Please describe ______________

• Do you coordinate your work with any of these staff or do any of them 

work directly on title III? _________________________

28. Has the SEA structure changed recently or has it been this way for quite a while? 

(For approximately how long has it been this way?) [If it has changed, probe about 

reasons for change. Obtain organizational chart for SEA if possible.]

29. Please describe any coordination between the Title III and Title I offices. 

_____________________________________________________

29a. If you coordinate, on what items do you work together? 

30. How has your state implemented the supplement not supplant provision of Title III? 

__________________________________________ 

30a. What guidance have you provided to districts on this issue? 

_____________________________________________________
Appendix G 231

30b. Has your state encountered any challenges in implementing 

this provision?

 No

 Yes [Please describe] ______________________________________

Now I’d like to ask a few questions about your state data system. [If running low on time, ask 

if they would prefer for the questions concerning their state data system be sent in a follow-up email.]

31. Do you have a single data system at the state level holding all information on each 

student or is there a separate data system maintained for items specific to LEP 

students? 

 Single system

 Multiple systems Please describe the various systems and how they are 

used ________________________________________________

32. Does your state data system have the ability to link different types of assessment 

results, for example, ELP assessment results of a student to math content test 

results? 

 No

 Yes

33. Can the state data system disaggregate achievement data by level of language 

proficiency? 

 No

 Yes

34. Can your state data system track former LEP students for more than 2 years after 

exiting programs?

 No

 Yes

35. Can your state data system link data on teachers and their students? 

 No

 Yes

36. Does your state data system identify Students with Interrupted Formal Education 

(SIFE)? 

 No

 Yes  How does your state definite Students with Interrupted Formal 

Education? ______________________________________________

37. Does your state data system include information on the number of years LEP 

students have received English language services (Years in Program)? [We 

already ask the state whether it factors years in program into its AMAOs, so that response should 

hint at the answer to this question.]_________________________________________________
Appendix G 232

38. Does your state data system include information about LEP students’ proficiency in 

their native language? 

 No

 Yes  How do you determine that information? ________________

39. What are the primary purposes for which the state uses LEP-related data contained 

in the state data system? _________________________

40. Who has access to the information in the state data system? 

 State officials only

 District officials

 Teachers

 Others  Please describe the sharing arrangement______________

41. How can [above mentioned individuals] access the data system? 

 Online access

 Request report from the state

 Other  Please describe the sharing arrangement______________

42. Does your state disaggregate Title III-funded LEP students from all LEP students in 

the state? 

 No

 Yes

TEACHER QUALITY

I’d like to switch gears a bit to the topic of teacher quality. We asked several questions 

about teacher quality on the Data Confirmation Document but we have two additional 

items we’d like to ask.

43. Do you conduct any systematic analyses of teachers of LEP students? 

 No

 Yes [Please describe] _________________________________

44. Does your state have any state policies and/or initiatives to ensure general 

education/mainstream classroom teachers receive professional development on 

LEP student issues? 

 Yes—state policies only  [Please describe] ____________________

 Yes—initiatives only  [Please describe] ____________________

 Yes—initiatives and state policies  [Please describe] ___________

CONCLUSION

Considering all we’ve talked about so far, I have a few concluding questions to ask.
Appendix G 233

45. To what extent do you believe you have appropriate resources to support 

Title III activities in the state? (financial, political, staffing, expertise)

 No  Why not? ________________________________________

 Yes Why? ________________________________________

46. Is there anything you’ve found to be particularly helpful in implementing Title III in 

your state? 

47. Is there anything you’ve found to be particularly challenging in implementing 

Title III in your state? 

48. Is there anything you’ve found to be especially helpful or challenging in addressing 

the needs of ELL issues in your state? 

49. I know I’ve asked you a lot of questions. Is there anything else you’d like to add?
Appendix G 234

State Title III Director Data Confirmation Document

Instructions: Please read through the following items carefully to confirm the data we 

have collected for your state from various sources. If all of the data are correct and 

complete, no further action is needed. If any item is not correct, please cross out the 

pre-filled information and provide the correct response along with any 

explanation you feel is necessary. If any items are blank or incomplete, please fill in a 

response. You may choose to mail, fax, or email any corrections or additions you may 

have.

If we do not hear from you, we will assume the data to be accurate, and it will be 

used in analyses for this study. 

We appreciate the time you take to review the data for accuracy. If you have any 

questions or comments, please do not hesitate to contact us using the information at the 

end of this document. Thank you.

ELP Standards

1. ELP standards currently being used in your state (2009–10) were developed in 

the following manner: _ [pre-fill information if available]___ __

2. First year your current ELP standards (2009–10) were implemented: 

_____[pre-fill information if available]________ __

ELP Assessments

3. ELP assessment(s) being used for NCLB accountability purposes in your state 

for 2009–10: ____[pre-fill information if available]________ __

4. First year your current (2009–10) state English language proficiency 

assessment(s) was/were implemented? _[pre-fill information if available] 

Annual Measureable Achievement Objectives (AMAOs) 

[Note: Please feel free to send AMAO information as an attachment if necessary.]

4a. Does the following accurately reflect your current target(s) and definition of 

AMAO1—making progress in learning English? _[pre-fill information if 

available]____

4b. Does the following accurately reflect your current target(s) and definition of 

AMAO2—attaining English proficiency? [pre-fill information if available] _ 

4c. Does the following accurately reflect your current definition of AMAO3—

adequately yearly progress for the limited English proficient subgroup 

under Title I ? ________ _[pre-fill information if available]________
Appendix G 235

Title III Subgrantees

5. Number of subgrantees in your state for the 2008–09 school year: _ [pre-fill 

information if available]_______

6. Number of subgrantees in your state that missed their AMAOs for 2008–09: 

_ _[pre-fill information if available]_ ________ 

7. Number of subgrantees in your state that have missed their AMAOs for 2 

consecutive years (as of the 2008–09 school year): __[pre-fill information 

if available]___ __

8. Number of subgrantees in your state that have missed their AMAOs for 4 

consecutive years (as of the 2008–09 school year): _ [pre-fill information if 

available]__ __

State Data System

9. Your state data system has a unique student identifier (yes/no): _ _[yes/no]___

10. Your state data system has a unique teacher identifier (yes/no): _ [yes/no] __

Highly Qualified Teacher Status and Professional Development

11. NCLB highly qualified teacher requirements currently apply to ESL and/or 

bilingual programs in your state (all, some, none): _ [all/some/none]____

12. Your state considers ESL/ESOL to be a core academic subject, to which 

NCLB’s highly qualified teacher requirements apply: _ _[pre-fill information 

if available]_______

13. Incentives offered by your state to highly qualified teachers to teach in 

schools or classrooms serving large proportions or numbers of LEP 

students at any point since the passage of NCLB: _ _[pre-fill information if 

available]_________ ________

14. Specific training requirements by your state for teachers of LEP students 

(general education or LIEP): _ ____[pre-fill information if available]__ ____

Teacher Fluency

15. Teachers in your state demonstrate English language fluency through the 

following method(s): ___[pre-fill information if available]_________ __

16. Teachers in your state demonstrate fluency in languages other than English 

through the following method(s): ___[pre-fill information if available]___ __
Appendix G 236

17. Teacher language fluency requirements are determined/specified at the 

following level (district or state): ____[pre-fill information if available]_____

Use of Student’s Native Language for Instruction

18. Does your state have a policy on use of a student’s native language for 

instruction (e.g., bilingual education)?: __[yes/no]__ __

18a. If yes, please describe the policy. _[pre-fill information if available]__ 

**** Please email, fax, or mail your completed responses to: *****

[insert name] 

American Institutes for Research

1000 Thomas Jefferson St., NW

Washington, DC 20007

Email: [insert email] 

Phone: [insert number] 

Fax: [insert number] 

The National Evaluation of Title III Implementation is funded by the Policy and Program Studies Service (PPSS) of 

the US Department of Education and conducted by the American Institutes for Research (AIR) with its partners the 

Windwalker Corporation and edCount, LLC. The valid OMB control number of this information collection is 

1875-0254.
Appendix G 237

The National Evaluation of Title III Implementation

District ELL Coordinator Interview Protocol

State:

District: 

Respondent’s name and title:

Date of Interview:

Interviewer: 

Note-taker: 

Introductory Script for District ELL Coordinator Interview: Thanks again for taking the 

time to speak with me this morning/afternoon. Before we start, I’d like to provide a little 

background on our work, and answer any questions you might have for me.

As you probably know, I work for an independent non-profit research organization called 

the American Institutes for Research, and we are conducting an evaluation of 

Title III implementation for the US Department of Education. 

I want to assure you that all information obtained today will be kept confidential and will 

only be used for the purposes of this study. We will not use your name, or your district’s 

name, and will not attribute any quotes. We also will not share what you and I discuss 

with other people in this district. Our study will identify the states that we visit, but will 

not disclose the names of the districts in each state.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions. 

If you don’t mind, I would like to record this interview simply for note-taking purposes.

No one outside of our research team would hear the recording, it would just be for my 

own reference. If you would like me to turn off the recorder at any point, just let me 

know. Would that be OK?

I have several main areas that I would like to discuss with you today. I’ll be talking to 

you about issues related to the instruction, curriculum, and assessment of English 

language learners, as well as teacher quality and professional development.

Do you have any questions before we begin?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 238

Interview of ELL Coordinator

Background

1. I’d like to start by talking a bit about your background, especially as it relates 

to the instruction and assessment of English language learners. Can you 

briefly describe your background and your role in the district? 

Probe, if necessary:

• How many years have you been involved with this school district?

• Have you ever been in a district with a sizeable ELL population? Probe for 

capacity to fulfill this role, training received, support provided, constraints, 

how many others share similar responsibilities, what other responsibilities 

s/he has, etc.

• How did you come to be involved in school administration?

2. Next, can you tell me a bit about the district context? How would you describe 

the ELL student population in your district? How would you describe the rest 

of the student population? 

Probe for:

• Background on district, including size and nature of ELL population 

• Description of any unique contextual factors that are noteworthy with regard 

to ELL practices, such as participation in a consortia of districts for 

Title III purposes

• Size and nature of ELL population (including language backgrounds and 

levels, levels of prior education) 

• Significant subpopulations of ELLs and their characteristics (such as Students 

with Interrupted Formal Education, long term ELLs, refugee groups, migrant 

students, undocumented students, etc.)

Listen for:

• Ways in which ELLs are distributed across the district (i.e., do they tend to be 

grouped in certain areas and schools? or spread throughout the district?)
Appendix G 239

Instruction of ELLs

3. What do you see as the primary strengths that ELL students bring to the 

instructional environment in this district? What do you see as the primary 

needs of ELL students in this district? How are those needs addressed?

4. Does the district have specific priorities and principles that guide the work 

with ELL students in the district? If so, what are they? If not, what does guide 

this work?

Probe for: 

• How does the ELL instruction fit into the larger vision for instruction in the 

district?

• How do the priorities/goals play out at elementary and secondary levels?

• What is the role of the native language in instruction for ELLs?

Listen for:

• Use of state standards (content and ELP) 

5. What are the main instructional programs and supports in place for ELLs in 

the district? Please describe any specialized classes, programs and/or 

instructional supports available for ELLs. (This could include bilingual program, 

ESL classes, sheltered content classes, newcomer classes, individual tutors, 

bilingual aides, academic counselors, etc.) 

Probe for:

• Describe each individually: What is the focus? Who provides the instruction?

Which students participate? How long have these programs been in place?

What is their perceived effectiveness? How do you know if they are effective?

• Use of native language in classes with ELL students 

• Differences in programming at the elementary and secondary levels 

• For elementary schools, probe for whether there is a designated ELD time 

during the school day and a description of what takes place during that time.

• Programs that target specific subpopulations of ELLs (such as newcomers)

• Specific interventions that may be available to ELLs who are struggling 

beyond what is in the classroom (such as, Response to Intervention or RtI)

• Perceived effectiveness of programs: Have you found these program types to 

be effective? How do you know whether they are effective?

Listen for:

• Use of state standards (content and ELP) 
Appendix G 240

6. How are the needs of individual ELLs met in the context of content area 

classes? In other words, how is the content made accessible for ELLs?

Particularly for ELLs who are struggling? 

Probe for:

• Ways in which instruction is individualized for needs of individual ELLs in 

content classes 

• Use of academic language in instruction

• Ways in which ELD instruction is incorporated in content area instruction 

Listen for:

• Use of state standards (content and ELP) 

7. If not previously mentioned: To what extent do you think that teachers are 

generally familiar with the state ELP standards? How useful do you think the 

standards are for teachers and how are they used? 

Listen for: 

• Extent to which (and ways in which) ELL instruction incorporates/addresses 

state ELP standards and content standards 

• How teachers learned about the ELP standards and how they access them.

(For example, are they sitting in a binder on the shelf? On the internet? Etc.?)

• Academic achievement

Placement of ELLs into LIEP programs

8. If not already answered by Assessment Director: How are students initially 

identified as ELL? And how is re-designation determined? 

Probe for:

• Measures used, such as state ELP test, district assessments, teacher 

recommendation, and other measures. 
Appendix G 241

9. If not already discussed in Question 5 above: With regard to the ELL programs 

and support you just mentioned, how is a student’s placement into those 

programs and supports determined? How is exit from them determined? (2.1.3) 

(3.2.3.5) (3.2.3.6)

Probe for:

• Number/percentage of students participating in ELL programs and supports

• How long do ELLs tend stay in various program types? (For example, in the 

case of a bilingual program, do they stay in it? or transition out to English 

only?)

• Perceived effective of placement procedures

10.How did your district come to decide on these particular programs for ELLs?

What is the reasoning behind placing students into one program type versus 

another? Under what circumstances do students transition from one program 

type to another? (Use the names of the actual programs types present in the 

district when asking this question.)

Probe for:

• How do you know that these programs are the best placements for student?

• Do you have the data you need to effectively identify, place and exit ELLs?

Listen for:

• Extent to which research and/or data drives these decisions. (For example, 

does the district rely on literature in the field? District data on how students 

progress in various programs? Other sources?)

• Factors the district uses to identify, place, and exit ELLs (as indicated on their 

district survey)

11.Do you face any challenges or constraints in appropriately placing and 

transitioning ELLs into programs? If so, what issues do you face? How are 

those issues resolved? 

Probe for:

• Challenges faced at the elementary level, such as transition from bilingual 

instruction to English only programs, etc.

• Challenges faced at the secondary level, such as graduation requirements, 

access to core curriculum and college prep courses, etc.

Curriculum and Materials

Next, I’d like to know more about the curriculum, texts and materials used for ELL 

instruction (in mainstream and ELD classes). 
Appendix G 242

12.What are the district expectations regarding the use of curriculum, texts and 

materials in the instruction of English language learners (in mainstream and 

ELD classes)? Is there a district-wide curriculum for ELD instruction? If so, is 

it mandated? How was it selected? 

Probe for:

• Factors considered in the selection of curriculum and materials for ELL 

instruction

Listen for:

• Use of state standards (content and ELP) in decision making—including ways 

in which state standards influence text selection, curriculum development, 

formal and informal assessments, etc. 

Assessment

13.If not already answered by Assessment Director: Aside from the state ELP test, 

how is the progress of ELL students assessed? Are there additional measures 

your district has adopted? 

Probe, if necessary:

• How frequently are these measures administered? Do teachers develop their 

own measures of English proficiency?

• Are there instructional tools that are used to measure progress more 

frequently than the annual state test?

• What does the district do with the data collected through these assessments?

Listen for:

• Use of state ELP standards and content standards in development of formal 

and informal assessments 

• How data is used to drive instruction

ELLs with Special Needs

14.If not already answered by Assessment Director: How are ELLs identified for 

participation in special education? What services do they receive? 

Title III Accountability 

[Note: The questions below will also be asked of the Assessment Director and can be 

scaled back according to what has been learned from that interview.]

Under NCLB, there has been a new emphasis on accountability for English language 

learners, and I’m interested to talk with you about how Title III access and accountability 

have played out in your district.
Appendix G 243

15. I’d like to ask you specifically how your ELL students are doing with regard to 

targets associated with NCLB. First, has your district met AYP for the ELL 

subgroup? Have there been any specific steps you’ve taken to address your 

AYP status? 

Listen for:

• Any changes in ELL practices over time associated with AYP status

• Have ELL special education students received equal services

16.Next, let’s talk about your targets for English Learners under Title III—that is, 

the Annual Measurable Achievement Objectives, or AMAOs. Can you tell me 

about the three AMAO targets your district needs to meet this year? (3.1.1.2) 

(3.1.1.3) (3.2.1.1)

Probe for:

• How are each of the AMAO targets defined

• Do these targets seem appropriate for your district—that is, are they too 

rigorous, or within reach?

• Do you feel that stakeholders in your district have adequate understanding of 

the Title III AMAOs?

Listen for:

• Awareness and level of understanding of the targets

• Distinctions between AMAO 1, 2, and 3

17.How is your district doing in terms of meeting AMAO targets? Which targets 

have you met or missed, and for how long? 

18.If targets have been missed: Has your district experienced any consequences as 

a result of missing AMAO targets? If so, what are they?
Appendix G 244

Resources

19.What resources can you draw on—whether financial resources, colleagues 

with specialized expertise, regional assistance centers, etc.—to provide 

support for Title III priorities? 

Probe for:

• Kinds of resources district has available for this work—both Title III and 

others—and how they use these resources. (Think of resources broadly)

• How district uses Title III money

• Use of Title I funds; how Title I and Title III funds are coordinated

• Salience of Title III; what is the value added of Title III?

• Any challenges encountered with respect to “supplement not supplant” 

provisions in Title I or Title III?

Teacher Quality

Next, I’d like to know more about the teachers in your district, the extent to which you 

believe they are prepared to teach ELLs, the ways in which they are distributed in 

schools across the district, and how your district goes about recruiting and retaining the 

teachers you need.

20.First, to what extent do you feel teachers have the skills and knowledge 

needed to successfully teach the ELL students in this district? Where are they 

strong? In what areas do they need to improve? 

Probe for: 

• Extent to which district has a pool of qualified teachers

• Any differences at the elementary and secondary levels

• Any differences between capacity of content teachers and ELL teachers

• Any changes in teacher capacity over time

21.How do you ensure that ELL students are taught by teachers who are 

knowledgeable about both content and ESL instruction? How are those 

teachers who are best able to address the needs of ELL students distributed 

across schools in the district? (4.5.2) (4.5.4)

Probe for:

• Distribution of HQTs in classes with the most ELLs 

• How teachers are assigned to classes with ELL students (and to LIEP 

programs) 

• Are there incentives (or disincentives) for qualified teachers to teach certain 

classes? 
Appendix G 245

• Any policies or practices for assigning teachers to schools (particularly 

schools with large numbers of ELLs)

• Extent to which stronger teachers are in schools with largest numbers of ELLs

22.How does your district go about recruiting and retaining teachers who are 

knowledgeable in the content area and English language instruction? (if it is 

possible to talk with an HR person in the district, these questions should be asked of 

that person in depth) 

Probe for:

• Extent to which the district pays attention to ELL qualifications in recruiting 

teachers

• Challenges associated with recruiting teachers with the needed skills and how 

addressed

23.How do teachers in your district demonstrate their fluency in English? Do any 

teachers in your district provide instruction in languages other than English?

If so, how do teachers demonstrate fluency in languages other than English? 

Listen for:

• Awareness of Title III or state teacher fluency requirements 

• Challenges associated with implementing teacher fluency requirements

Professional Learning

24.Now I’d like to ask you about the professional learning that teachers engage 

in. (If we are able to talk to a PD person in the district, these questions should be 

asked of that person in depth.) What are the main types of professional learning 

available for teachers in your district, specifically focused on issues related to 

ELL students? What is the district’s role in providing these opportunities? 

Probe for:

• A description of PL related to ELLs: What is the focus (and how it relates to 

the priorities expressed earlier)? Who provides? Intensity? Perceived 

effectiveness? What has been the impact on instruction? What has been the 

impact on academic achievement? Etc.?

• Who determines the content and which teachers should attend

• Differences at the elementary and secondary levels

• Differences in what is provided for ELD teachers vs. content area teachers

• Is any PD mandatory? Are there incentives to participate in PD?

Listen for:

• Use of state standards 

• Any assistance that is provided by state 
Appendix G 246

25.What kinds of professional learning do principals and administrators engage 

in regarding ELL instruction in the content areas?

Listen for:

• Support provided by district, any assistance provided by state

• Use of state standards 

26.As a district leader, where do you turn for assistance on ELL issues or to build 

your own professional knowledge in this area? 

Parent support

27.Are there any district-wide programs or supports targeted for parents of ELL 

students? Please describe. 

Probe for:

• Which parents are targeted for these programs, who provides the support, the 

focus, etc.

o Elementary

o Secondary

• To what extent do ELL parents access them? In what ways do they benefit 

parents of ELLs?

• If there are other programs or supports for parents, how do ELL parents 

benefit from those?

Concluding Questions

28.Taking into account everything we’ve discussed, what are your thoughts on 

the progress of ELL students in your district?

29.Wrapping up, could you describe any challenges associated with 

Title III implementation that we haven’t already discussed? 

Also probe for:

• Unique contextual issues

• Capacity challenges/strengths (LEA level)

• Instructional challenges/strengths

30.Are there any highlights associated with the instruction of ELL students that 

you did not previously mention? Anything I should have asked you, but 

didn’t? 
Appendix G 247

The National Evaluation of Title III Implementation

Director of Curriculum and Instruction Interview Protocol

State:

District: 

Respondent’s name and title:

Date of Interview:

Interviewer: 

Note-taker: 

Introductory Script for Director of Curriculum and Instruction Interview: Thanks again for 

taking the time to speak with me this morning/afternoon. Before we start, I’d like to 

provide a little background on our work, and answer any questions you might have for 

me.

As you probably know, I work for an independent non-profit research organization called 

the American Institutes for Research, and we are conducting an evaluation of 

Title III implementation for the US Department of Education.

I want to assure you that all information obtained today will be kept confidential and will 

only be used for the purposes of this study. We will not use your name, or your district’s 

name, and will not attribute any quotes. We also will not share what you and I discuss 

with other people in this district. Our study will identify the states that we visit, but will 

not disclose the names of the districts in each state.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions.

If you don’t mind, I would like to record this interview simply for note-taking purposes.

No one outside of our research team would hear the recording, it would just be for my 

own reference. If you would like me to turn off the recorder at any point, just let me 

know. Would that be OK?

During our conversation, I’ll primarily be asking you about your vision for instruction in 

the district, instructional practices, professional learning, and utilization of resources, 

with an orientation toward how those areas relate to the needs of English language 

learners.

Do you have any questions before we begin?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 248

Interview of District Director of Curriculum and Instruction

Background

1. I’d like to start by talking a bit about your background and your role in the 

district. Can you tell me about your primary responsibilities? 

Probe, if necessary:

• How many years have you been involved with this school district?

• How did you come to be involved in school administration?

• To what extent does your role include consideration of ELL issues? 

• Have you ever been in a district with a sizeable ELL population? What 

background do you bring in the use of ELL practices?

2. Next, can you tell me a bit about the district context? How would you describe 

your district to a visitor? 

• Background on district, including SES levels

• Are there unique contextual factors we should know about—whether related 

to leadership, teaching force, recent reform issues, or ELL challenges?

3. In particular, how would you describe the ELL student population in your 

district?

• Size and nature of ELL population (including language backgrounds and 

levels, levels of prior education), significant subpopulations of ELLs and their 

characteristics 

• Ways in which ELLs are distributed across the district (i.e., do they tend to be 

grouped in certain areas and schools? or spread throughout the district?) 

• Description of any unique contextual factors that are noteworthy with regard 

to ELL practices, such as participation in a consortia of districts for 

Title III purposes

District instructional context

4. What are some of the main priorities and goals that guide instruction in this 

district? Are there specific priorities and goals for ELL students? 

Listen for:

• Use of a mandated/ intended curriculum for some subjects (such as Open 

Court)

• How goals/priorities play out at elementary and secondary levels

• How goals/priorities play out with regard to ELL students

• Use of state standards (content and ELP) 
Appendix G 249

5. I’d like to know more about the curriculum used in your district’s schools. Is 

there a district-wide curriculum in place for reading or mathematics? How or 

why was it selected? In what ways is it effective (or not) for the ELL students 

in your district? 

Listen for:

• Extent to which ELL needs were considered in selection of curriculum

• Role of state in curriculum selection, extent to which the district has autonomy

• Differences at the elementary and secondary levels

• Use of state standards in decision making—including ways in which state 

standards influence text selection, curriculum development, formal and 

informal assessments, etc. 

6. What do you see as the primary strengths that ELL students bring to the 

instructional environment in this district? What do you see as the primary 

needs of the ELL students in this district? 

Listen for:

• The extent to which ELL needs are perceived as different from those of the 

general population.

• The extent to which the interviewee articulates distinct needs among the ELL 

population

• The extent to which ELL needs are addressed within the general population.

7. What are some of the key strategies for addressing ELL needs in your district? 

Probe as necessary:

• Role of respondent in carrying out ELL strategies and practices

• How the specific needs of ELLs who are struggling are addressed 

(e.g., Response to Intervention or RtI)

• Ways in which instruction is differentiated for needs of individual ELLs in 

content classes (probe for academic language)

• Use of native language in classes with ELL students 

• Ways in which ELD instruction is incorporated in content area instruction 

• How this plays out at elementary and secondary levels

• Specific needs of significant subpopulations of ELLs that may have been 

identified and how those are addressed.

• Use of state standards (content and ELP) 
Appendix G 250

8. How are your district’s ELL students doing academically? How do you know?

How do you use the information you get? 

Probe for:

• How the information is used to shape professional development and drive 

instruction

• Ways in which assessment data is used to inform decisions regarding 

curriculum and instruction for ELLs

• Ways in which various types of assessment data are used, such as ELP 

assessments, content area assessments, district assessments, periodic 

assessments, etc.

• Any changes over time in types of data tracked and how used

Teacher Quality

9. Next, I’d like to ask you to describe the teaching force in this district. To what 

extent do you feel teachers are prepared to meet the needs of students in this 

district? To what extent do you feel teachers have the skills and knowledge 

needed to teach ELL students? 

Listen for:

• Capacity of content teachers and ELL teachers

• Any changes in teacher capacity over time

• Differences at the elementary and secondary levels

10.How are those teachers who are best able to address the needs of ELL 

students distributed across the schools in this district? Are there any policies 

or practices for assigning those teachers to particular schools? 

Listen for:

• Extent to which stronger teachers are in the schools with the largest numbers 

of ELLs

11.How does your district go about recruiting and retaining teachers who are 

knowledgeable both in their content area and in English language instruction?

Are there any challenges you face in recruiting and retaining the teachers you 

need? 

Listen for:

• Differences at the elementary and secondary levels

• Extent to which ELL qualifications are a factor in recruiting content area 

teachers and which ELL qualifications are considered
Appendix G 251

• Challenges associated with recruiting teachers with appropriate skills for 

teaching ELL students and how addressed

• Challenges associated with recruiting and retaining teachers, such as 

competition from a neighboring district, etc.

12.How do teachers in your district demonstrate their fluency in English? Do any 

teachers in your district provide instruction in languages other than English?

If so, how do teachers demonstrate fluency in languages other than English? 

Listen for:

• Awareness of Title III or state teacher fluency requirements 

• Challenges associated with implementing teacher fluency requirements

Professional Learning

13.Now I’d like to ask you about the professional learning that teachers engage 

in. (If we are able to talk to a PD person in the district, these questions should be 

asked of that person in depth.) What are the primary types of professional 

learning available to teachers in your district? Are there any opportunities 

specifically related to instruction for ELL students? What are they? What is 

the district’s role in providing these opportunities? 

Probe for:

• A complete description of each type: What is the focus (and how it relates to 

the priorities expressed earlier)? Who provides? Intensity? Perceived 

effectiveness? What has been the impact on instruction? What has been the 

impact on academic achievement? Etc.?

• Who determines the content, and who determines which teachers should 

attend

• Differences at the elementary and secondary levels

• Differences in what is provided for ELD teachers vs. content area teachers

• Is any PD mandatory? Are there incentives to participate in PD?

Listen for:

• Use of state standards 

• Any assistance that is provided by state 
Appendix G 252

14.What kinds of professional learning do principals and administrators engage 

in regarding instruction for ELL students?

Listen for:

• Support provided by district, any assistance provided by state

• Use of state standards 

15.As a district leader, where do you turn for assistance on ELL issues or to build 

your own professional knowledge in this area?

Resources

16.Next, I’d like to get a sense of the kinds of resources you draw on in 

addressing the needs of the ELL students in your district. How does your 

district use its Title III funds? What other financial resources do you access to 

support ELL practices? What other kinds of resources do you use? 

Probe for:

• How Title III funds are used

• Use of Title I funds; how Title I and Title III funds are coordinated

• How resources from multiple sources are utilized to support ELLs

• Salience of Title III; what is the value added of Title III?

• How money is used to support academic achievement as well as language 

proficiency and its impact

• Any challenges encountered with respect to “supplement not supplant” 

provisions in Title I or Title III?

17.Are there resources (financial, human, or other) you feel you need in order to 

fully address ELL needs in this district, but are lacking? If so, what are they? 

Parent Support

18.Are there any district-wide programs or supports available for parents? Can 

you describe these? 

Probe for:

• Which parents are targeted for these programs, who provides the support, the 

focus, etc.

o Elementary parents

o Secondary parents

• In what ways do they benefit parents of ELLs in particular?
Appendix G 253

Concluding Questions

19.Are there any gaps in what you see that ELLs need and what you are able to 

provide in the district? What challenges and constraints do you face in 

providing what’s needed? 

Listen for:

• Any changes over time in how the district has been able to address ELL 

needs?

20.Wrapping up, are there any highlights that you did not previously mention? 

Anything I should have asked you, but didn’t?
Appendix G 254

The National Evaluation of Title III Implementation

District Assessment Director Interview Protocol

State: 

District:

Respondent’s name and title:

Date of Interview: 

Interviewer:

Note-taker: 

Introductory Script for District Assessment Director Interview: Thanks again for taking 

the time to speak with me this morning/afternoon. Before we start, I’d like to provide a 

little background on our work, and answer any questions you might have for me.

As you probably know, I work for an independent non-profit research organization called 

the American Institutes for Research, and we are conducting an evaluation of 

Title III implementation for the US Department of Education. 

I want to assure you that all information obtained today will be kept confidential and will 

only be used for the purposes of this study. We will not use your name, or your district’s 

name, and will not attribute any quotes. We also will not share what you and I discuss 

with other people in this district. Our study will identify the states that we visit, but will 

not disclose the names of the districts in each state.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions.

If you don’t mind, I would like to record this interview simply for note-taking purposes.

No one outside of our research team would hear the recording, it would just be for my 

own reference. If you would like me to turn off the recorder at any point, just let me 

know. Would that be OK?

I have three main areas that I would like to discuss with you today. I’ll be talking to you 

about issues related to assessment of English Learners, Title III accountability, and 

improvement strategies to support English Learners.

Do you have any questions before we begin?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 255

Interview of District Assessment Director

Background

1. I’d like to start by talking a bit about your background and your role in the 

district. Can you briefly describe your background, especially as it relates to 

assessment and English language learners? Can you tell me about your 

primary responsibilities?

Probe, if necessary:

• How did you come to be involved in school administration?

• How many years have you been involved with this school district?

• Have you ever been in a district with a sizeable ELL population?

• Probe for capacity to fulfill this role, training received, support provided, 

constraints, how many others share similar responsibilities, what other 

responsibilities s/he has

District Policies regarding ELLs

Next, I am interested in learning more about some of your district policies that pertain to 

students who are English language learners. 

2. How are students initially identified as ELL? And how is re-designation 

determined? 

Probe for:

• Measures used, such as state ELP test, district assessments, teacher 

recommendation, and other measures. 

3. With regard to placement in LIEP programs—how is a student’s placement 

determined for participation in programs and supports available for ELLs in 

the district? How is exit from them determined? 

Probe for:

• About how many ELL students are participating in LIEP programs in your 

district? How long do they tend stay in various program types? (for example, 

in the case of a bilingual program, do they stay in it? or transition out to 

English only?)

• How do ELL students transition from one program type to another?

• Perceived effective of placement procedures

4. How are ELLs identified for participation in special education? What services 

do they receive? 
Appendix G 256

Assessment of ELL Students

5. I know that your state uses ________ as the test of English language proficiency.

How does your district use the information you get from that test? 

Probe for:

• Kinds of analyses the district conducts with the results and how used

6. In addition to this test, are there any other measures your district uses for 

assessing the progress of ELLs? What are they? How does your district use 

the information you get from these measures? 

Probe for:

• How frequently are these other assessments administered? Do teachers 

develop their own measures of English proficiency?

• Are there instructional tools that are used to measure progress more 

frequently than the annual state test?

• How is data collected, shared, and used to drive instruction?

Listen for:

• Use of state ELP standards and content standards in development of formal 

and informal assessments 

Title III Accountability

As you may be aware, under NCLB, there has been a new emphasis on accountability 

for English language learners, and I’m interested to talk with you about how

Title III accountability has played out in your district.

7. I’d like to ask you specifically how your ELL students are doing with regard to 

targets associated with NCLB. First, has your district met AYP for the ELL 

subgroup? Have there been any specific steps you’ve taken to address your 

AYP status? 

Listen for:

• Any changes in ELL practices over time associated with AYP status

8. Next, let’s talk about your targets for English Learners under Title III—that is, 

the Annual Measurable Achievement Objectives, or AMAOs. Can you tell me 

about the three AMAO targets your district needs to meet this year?

Probe for:

• How are each of the AMAO targets defined

• Do these targets seem appropriate for your district—that is, are they too 

rigorous, or within reach?
Appendix G 257

• Do you feel that stakeholders in your district have adequate understanding of 

the Title III AMAOs?

Listen for:

• Awareness and level of understanding of the targets

• Distinctions between AMAO 1, 2, and 3

9. How is your district doing in terms of meeting AMAO targets? Which targets 

have you met or missed, and for how long? 

10.If the district has missed AMAOs for at least two years: I’d like to know more about 

what happens if you don’t meet your AMAO targets. So after you missed 

AMAOs for [2 or 4] years, what was the first consequence—did you work with 

the state to develop an improvement plan? 

Probe for:

• Who determines these consequences (that is, which stakeholders are 

involved at the district level, how much does the state intervene?)

• How did your Title III improvement efforts overlap with Title I consequences?

11.If the district has missed AMAOs for at least two years: What actions, specifically, 

did your district implement as a result of missing Title III AMAOs? 

Probe for:

• Specific actions that have been taken in this district related to accountability 

(i.e., which of the measures have actually been implemented and what 

evidence we might see of that)

12.If you compare Title III accountability to Title I, which do you think is more 

meaningful (or salient) for stakeholders in your district? In other words, which 

system of accountability do you think stakeholders pay more attention to and 

why? Which do you think is more likely to have consequences for English 

Learners? [Note, this may come up spontaneously in response to the previous two 

questions] 

Probe for:

• How do the consequences associated with missing AYP (under Title I) relate 

to the consequences associated with missing the additional AMAOs (under 

Title III)

• What is added by having the additional AMAO targets, awareness of AMAO 

targets and how much attention is paid to them
Appendix G 258

13.If the district has missed AMAOs for at least two years: What assistance do you 

receive associated with missing AMAO targets? 

Probe for:

• Assistance provided by the state and who receives

14.For districts participating in a consortium: Given that you are working in a 

consortium of districts, how are accountability consequences determined 

across participating districts? Do you work together on consequences, or do 

each of you develop your own improvement plan? 

Communication With Stakeholders

15.I know that both states and districts have responsibility for reporting about 

student performance under Title I. With regard to communication about 

Title III accountability results, who takes the lead on that? What is the process 

for communication?

• When do districts and schools learn how they did on Title III tests? When do 

you receive AMAO results from the state? 

• Do teachers and principals generally receive the results of students’ ELP 

tests? Do they learn how their school did on AMAOs under Title III?

16.How are parents informed of their school’s performance? When do you 

provide this information to parents?

Probe for:

• How needs of ELL parents are accommodated, such as notification in home 

language

• Any differences at elementary and secondary levels

Concluding Questions

17.Taking into account everything we’ve discussed, what are your thoughts on 

the progress of ELL students in your district? 

18.Wrapping up, could you describe any challenges associated with 

Title III implementation that we haven’t already discussed? I’m particularly 

interested in your perspective on assessment issues as they relate to English 

Learners. 

Also probe for:

• Unique contextual issues

• Capacity challenges/strengths (LEA level)

• Instructional challenges/strengths
Appendix G 259

19.Are there any highlights associated with ELL assessment that you did not 

previously mention? Anything I should have asked you, but didn’t? 
Appendix G 260

The National Evaluation of Title III Implementation

Focus Group Protocol: Principals and Resource Teachers

State: 

District:

Participants, Positions, and Schools: 

1. 

2. 

3. 

4. 

Date:

Facilitator:

Note-taker:

Introductory Script for Principal/Resource Teacher Focus Group: Good morning 

[afternoon]. First of all, thank you so much for being here and for being willing to 

participate in this study. My name is [name] and this is [name of the other site visitor], 

we are researchers from American Institutes for Research [and Ed Count], an 

organization that conducts research about education. 

Before we start, I’d like to provide a little background on our work, and answer any 

questions you might have. We are conducting this study for the US Department of 

Education in order to examine the implementation of Title III of the No Child Left Behind

act. As you are probably aware, Title III is the portion of the law that addresses the 

instruction and assessment of students who are learning English. In order to better 

understand how states and districts are responding to the law and how this law is put 

into practice at the school level, we will be talking with leaders from the school district 

office, school principals, teachers, and parents in several school districts across the 

country.

This is a focus group of school administrators and resource teachers who work with ELL 

students and their teachers. During our conversation, I’ll be asking you about such 

topics as: your roles as resource teachers and school administrators, approaches to 

instruction for English language learners at your school, the capacity of teachers at your 

school to address the needs of ELLs, assessment and accountability for ELL students, 

the resources you draw on in meeting the needs of the ELLs, the role of parents of 

ELLs, and the challenges you face. 

Are there any questions right now about the study or about why we are here? 

Next, I’d like to say a few things about the process for this discussion. During our 

session today, I’ll be asking you some questions and [other site visitor] will be taking 

notes. If you don’t mind, I would like to record our conversation simply for note-taking 
Appendix G 261

purposes. No one outside of our research team would hear the recording; it would just 

be for own reference. If you would like us to turn off the recorder at any point, just let me 

know. Would that be OK?

I want to assure you that all information you provide today will be kept confidential and 

will only be used for the purposes of this study. We will not use your name or your 

school’s name, and will not attribute any quotes. Our study will identify the states that 

we visit, but will not disclose the names of the districts and schools in each state. We 

will not share what we discuss with other people in this district. Whatever you express in 

this room stays in this room. We’re asking you to make the same commitment–to keep 

what is said in this room confidential and not repeat it to others in your district or at your 

school. That way people can feel safe being honest. Agreed?

This session will give you a chance to express your opinions. We want you to feel comfortable 

in saying what you really think and feel, as your ideas and opinions are important to us. It is OK 

to disagree with one another. We’d like to hear everyone’s perspective. If you do not feel like 

responding to a question, you do not have to.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions.

Are there any questions before we get started?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 262

Focus Group of Principals and Resource Teachers

Background

1. To start, I’d like to ask each of you to introduce yourselves by saying your first 

name, your school, and your role at the school. Also, please say one or 

two sentences describing the ELL students at your school.

Listen for:

• Roles regarding leadership for instruction and/or promoting professional 

learning

• Size of ELL population, language backgrounds, language levels, and levels of 

prior education (particularly at secondary level where some ELLs may come 

into the system with limited prior schooling).

• Presence of any significant subpopulations within the ELL population and 

their characteristics (such as refugee populations, influx of newcomers, 

significant border population, etc.).

ELL Programs and Practices

2. Next, I’d like to get a sense of the overall approach to ELL instruction at each 

of your schools. Are there designated programs, specialized classes, supports 

and/or curriculum that are used school wide? How/why were they selected? 

Are there any strategies or programs that you have found to be particularly 

effective?

Probe for:

• Any programs or curricula indicated by district officials, if not mentioned

Listen for:

• Whether there is a mandated/intended curriculum in place

• Use of native language in classes with ELL students 

• Interventions available to ELLs who are struggling (such as, after school 

program, tutoring, mentoring, academic counselors, Response to 

Intervention, etc.)

• For elementary schools, whether there is a designated ELD time during the 

school day and a description of what takes place during that time.

• Influences on selection, such as district mandates, state standards, and/or TA 

provided.

• Perceived effectiveness of practices mentioned (evidenced by)
Appendix G 263

3. If not already mentioned: Next, I’d like to ask you more about X. [As appropriate, 

probe further on any specific strategies or approaches mentioned by district level 

staff for which we’d like to get the school level perspective (if not already mentioned 

above).] 

Probe for: 

• What is the focus? Who participates?

• Perceived effectiveness (measured by)

• Support/influence from the district

State Standards

4. To what extent are you and the staff at your school familiar with the state ELP 

standards? How do you use them? To what extent do you find them useful in 

guiding instructional decisions at your school? 

Probe for: 

• Ways in which standards are useful

• How standards could be improved (to be more useful)

Listen for: 

• Extent to which (and ways in which) school leaders use state ELP standards 

and content standards in planning, etc.

• Extent to which (and ways in which) ELL instruction incorporates/addresses 

state ELP standards and content standards

• How staff learn about the ELP standards and how they access them. (For 

example, are they sitting in a binder on the shelf? On the internet? Etc.?)

• Any ways in which district officials indicated that state standards are utilized

Teacher Capacity

5. Do you feel teachers at your school have the skills and knowledge needed to 

be successful with the ELL students at your school? Why/why not? 

Listen for:

• Extent to which the most skilled teachers the ones teaching the classes with 

the largest numbers of ELLs

• Distribution of HQTs in classes with the most ELLs 

• Teacher attitudes toward teaching ELL classes. Do they tend to request such 

classes or avoid them?

• Any incentives for encouraging the most skilled teachers to teach classes with 

ELLs (or disincentives).

• Challenges, such as turnover, resistance to change, etc.
Appendix G 264

6. How do you go about recruiting and retaining teachers who are 

knowledgeable in their content area and language instruction? Do you receive 

any assistance from the district? 

Listen for:

• Any recruitment and retention practices mentioned by district officials

• Extent to which ELL qualifications are a factor in recruitment and which ELL 

qualifications are considered

• Any challenges associated with recruiting the teachers needed and how they 

are addressed

Professional Learning

7. Do teachers at your school engage in professional learning that specifically 

addresses ELL instruction? If, so what? What is the district’s role? 

Listen for:

• Professional development initiatives identified by district officials

• Any differences in what mainstream vs. ELL teachers receive.

• Supports provided by district and/or any assistance provided by state

• Use of state standards 

• Perceived effectiveness (evidenced by)

8. If time permits: As a school leader, where do you turn for assistance on ELL 

issues? 

Listen for:

• Supports provided by district and/or any assistance provided by state

• Perceived effectiveness (evidenced by)

• External expertise the school has access to, such as local university or PD 

provider, and internal expertise, such as experts at the district and school 

levels

Title III Accountability

9. As you may be aware, under Title III of NCLB, your district has specific targets 

associated with ELL progress—referred to as Annual Measurable 

Achievement Objectives, or AMAOs. Have these targets been clearly 

communicated to you? What information do you get on how your district is 

doing with regard to these targets? How does this impact your work at your 

school? 
Appendix G 265

Listen for:

• Accountability measures identified by district officials

• Any specific actions taken in response to AMAO status, any changes in ELL 

practices over time associated with AMAO status

• Any assistance associated with missing AMAO targets 

10.If time permits (this is also asked of teachers): In addition to the state-mandated 

assessments, are there any other measures you use for assessing the 

progress of ELLs at your school (including progress in content areas and 

language development)? How do you use the information you get from these 

measures? 

Listen for:

• Whether school tracks progress toward English language proficiency and 

measures used

• Measures used, such as district-mandated assessment, teacher observation, 

etc. and extent to which these measures are mandated.

• Any changes over time in types of data tracked and how used

• How data is used to drive instruction

• Use of state ELP standards and content standards in development of formal 

and informal assessments 

Resources

11.Next, I’d like to get a sense of the kinds of resources (financial, human, or 

other) you draw on in addressing the needs of ELL students at your school.

Do you receive financial resources that are targeted for ELLs? What other 

resources do you draw on? 

Listen for:

• Resources identified by district officials

• Whether school receives Title III money and how used

• Any challenges associated with securing resources needed

• How resources from multiple sources—Title I, Title III and others—are 

coordinated and utilized to support ELLs

Parent Involvement

If a parent liaison focus group has not been scheduled, ask:
Appendix G 266

12.How would you describe the role of parents at your school? Are there any 

programs or supports that specifically target parents of ELL students? 

Listen for: 

• Supports that benefit ELL parents, such as parent outreach programs, parent 

classes, language classes, parent liaison, etc. 

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language).

• Perceived effectiveness (measured by)

Challenges

13.What challenges and constraints do you face in addressing the needs of ELL 

students at your school? And how do you address them? Are there any state 

or district policies that would be helpful in addressing those challenges?
Appendix G 267

The National Evaluation of Title III Implementation

Focus Group Protocol: Teachers

State: 

District:

Participants, Positions and Schools: 

1. 

2. 

3. 

4. 

Date: 

Facilitator: 

Note-taker: 

Introductory Script for Teacher Focus Group: Good morning [afternoon]. First of all, 

thank you so much for being here and for being willing to participate in this study. My 

name is [name] and this is [name of the other site visitor], we are researchers from 

American Institutes for Research [and Ed Count], an organization that conducts 

research about education. 

Before we start, I’d like to provide a little background on our work, and answer any 

questions you might have. We are conducting this study for the US Department of 

Education in order to examine the implementation of Title III of the No Child Left Behind

act. As you may be aware, Title III is the portion of the law that addresses the instruction 

and assessment of students who are learning English. In order to better understand 

how states and districts are responding to the law and how this law is put into practice 

at the school level, we will be talking with leaders from the school district office, school 

principals, teachers, and parents in several school districts across the country. 

This is a focus group of teachers who have ELL students in their classes. During our 

conversation, I’ll be asking you about such topics as the approaches you take to 

providing instruction, how you assess the progress of your students, any professional 

learning you are involved in, and the role of parents at your school—all with a particular 

orientation toward your ELL students.

Are there any questions right now about the study or about why we are here?

Next, I’d like to say a few things about the process for this discussion. During our 

session today, I’ll be asking you some questions and [other site visitor] will be taking 

notes. If you don’t mind, I would like to record our conversation simply for note-taking 

purposes. No one outside of our research team would hear the recording; it would just 

be for own reference. If you would like us to turn off the recorder at any point, just let me 

know. Would that be OK?
Appendix G 268

I want to assure you that all information you provide today will be kept confidential and 

will only be used for the purposes of this study. We will not use your name or your 

school’s name, and will not attribute any quotes. Our study will identify the states that 

we visit, but will not disclose the names of the districts and schools in each state. We 

will not share what we discuss with other people in this district. Whatever you express in 

this room stays in this room. We’re asking you to make the same commitment–to keep 

what is said in this room confidential and not repeat it to others in your district or at your 

school. That way people can feel safe being honest. Agreed?

This session will give you a chance to express your opinions. We want you to feel 

comfortable in saying what you really think and feel, as your ideas and opinions are 

important to us. It is OK to disagree with one another. We’d like to hear everyone’s 

perspective. If you do not feel like responding to a question, you do not have to.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions.

Are there any questions before we get started?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 269

Focus Group of Teachers

Background

1. To start, I’d like to ask each of you to introduce yourselves by saying your first 

name and the subjects and grades you teach. Also, please specify your role in 

teaching English language learners, if you have one. For example, if you are a 

content area teacher (or classroom teacher), do you have ELLs in your classes? Do 

you teach any specialized classes for ELLs (such as ELD classes, sheltered content 

classes, etc.)? Etc.? (This question should be tailored toward whether this is a 

secondary or elementary group.)

Listen for:

• How many ELLs teachers have their classes, their language levels and 

backgrounds

• How ELLs are grouped into various classes—are all newcomers grouped into 

one class? Are ELLs evenly distributed throughout the classes? Grouped by 

language? Etc.?

ELL Instruction

2. Next, I’d like to get a sense of how you go about addressing the instructional 

needs of individual ELL students in your classes. What strategies and 

resources do you draw on to make the content accessible for your ELL 

students? Is there a specific approach you are expected to use for serving 

ELL students? 

Listen for:

• Ways in which instruction is differentiated for ELLs (pre-teaching, flexible 

grouping, instructional scaffolds) 

• Incorporation of ELD into content area instruction (including use of academic 

language) 

• Use of native language in classes with ELL students 

• For elementary schools: whether there is designated time for ELD instruction 

and what takes place during that time 

• Any specific approaches indicated by district officials

• Use of state standards (content and ELP) 

Curriculum and Materials for ELL Instruction

3. Is there are particular curriculum or set of materials that you are expected to 

use (in content area and/or language instruction)? If so, how do you use 

them? 
Appendix G 270

Listen for:

• Specific curricula or materials that are used for ELL instruction and whether 

mandated 

• Any programs or curricula indicated by district officials

• Use of bilingual materials and how used

• Perceived effectiveness (evidenced by)

• Time provided to plan collegially by grade-level and/or for grade level 

articulation for ELL support

• Use of state standards (content and ELP) 

State Standards

4. Are you familiar with the state ELP standards? If so, how useful do you find 

them and how do you use them in your instruction? 

Probe for:

• What teachers find useful and not useful about the standards.

Listen for: 

• Level of familiarity with state standards how they are used for ELL instruction

• How teachers learned about the ELP standards and how they access them.

(For example, are they sitting in a binder on the shelf? On the internet? Etc.?)

Assessment

5. Next, I’d like to ask how you know that your students are learning what you 

want them to learn. What measures (formal and informal) do you use to assess 

your students’ progress in the content areas and in their language 

proficiency? 

Listen for:

• Use of the state ELP test and other measures for assessing language 

progress, and the frequency with which the assessment are given 

• Use of state ELP standards and content standards in development of formal 

and informal assessments

• Measures used, such as district-mandated assessment, teacher observation, 

etc. and extent to which these measures are mandated.

• Any changes over time in assessments used and/or how used

• Any district-wide measures mentioned by district officials

6. How do you use the information you get from those assessments?

Listen for:

• How data is used to drive instruction
Appendix G 271

7. If time permits: I know that your state uses ________ as the assessment of English 

language proficiency and _____ as the assessment of content area learning. Are 

you aware of how your school’s ELLs are doing on these state tests? What 

kinds of information do you receive on your students? When do you receive 

it? How do you use it?

Listen for:

• Any actions/consequences associated with school’s performance, perceived 

effectiveness of those actions, and ultimate impact on students

• Teachers’ awareness of AYP and AMAO status

Teacher Capacity

8. How did you come to be assigned classes with ELL students? Do you feel 

prepared to teach the classes you’ve been assigned? 

Listen for:

• Ways in which qualifications in content area and language instruction are 

considered in assigning teachers to classes with ELLs

• Attitudes toward being assigned ELL classes

Professional Learning

9. What kinds of professional learning do you engage in regarding ELL 

instruction? 

Listen for:

• Follow-up to professional development

• Whether professional development is part of a systemic model of 

improvement

• Professional development initiatives identified by district officials

• Any differences in what mainstream vs. ELL teachers receive

• Supports provided by district and/or any assistance provided by state

• Use of state standards 

• Perceived effectiveness (evidenced by)

Parent Involvement

If a parent liaison focus group has not been scheduled, ask:

10.In what ways are the parents of your ELL students involved in their child’s 

education? Are there any programs or supports in place at your school that 

benefit parents of ELL students? 
Appendix G 272

Listen for: 

• Supports that benefit ELL parents, such as parent outreach programs, parent 

classes, language classes, parent liaison, etc.

• Extent to which parents access the supports 

• Perceived effectiveness (measured by)

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language).

ELL Practices

11.If time permits: Are there any practices you or your school have implemented 

that you feel have been particularly successful with your ELL students? What 

are they, and why do you think they have been successful?

12.As appropriate, if not already mentioned: Next, I’d like to ask you more about X.

[Probe further on any specific strategies or approaches mentioned by district level 

staff for which we’d like to get teachers’ perspectives (if not already mentioned 

above). Examples could include curricular approaches, a particular ELL 

methodology that is being promoted, a bilingual program, a parent outreach 

program, or any other practices that might be of interest.]

Probe for: 

• What is the focus? Who participates?

• Perceived effectiveness (measured by)

• Support/influence from the district

Challenges

13.What challenges and constraints do you (and your school) face in addressing 

the needs of ELL students? How can the state or district help you address 

these challenges?
Appendix G 273

The National Evaluation of Title III Implementation

Focus Group Protocol: Parent liaisons and parents

State: 

District:

School:

Participants, Positions, and Schools: 

1. 

2. 

3. 

4. 

Date of Interview: 

Facilitator: 

Note-taker: 

Introductory Script for Parent Focus Group: Good morning [afternoon]. First of all, thank 

you so much for being here and for being willing to participate in this study. My name is 

[name] and this is [name of the other site visitor], we are researchers from [American 

Institutes for Research or Ed Count], an organization that conducts research about 

education. 

Before we start, I’d like to provide a little background on our work, and answer any 

questions you might have. We are conducting a study of Title III of the No Child Left 

Behind act for the US Department of Education, which is the part of the law about how 

schools and districts are educating students who come to school speaking a language 

other than English. The law requires that states and school districts put in place certain 

practices to help these students learn English while they are also learning mathematics 

and other subjects. In order to better understand how states and districts are 

responding to the law, we will be talking with leaders from the school district office, 

school principals, teachers, and parents in several school districts across the country.

This is a focus group of parents and staff who work with parents. During our 

conversation, I’ll be asking you about such topics as the role of parents at your school, 

programs and supports for parents, ways in which parents are involved, and 

communication between the school and parents—all with a particular orientation toward 

the parents of students who are learning English.

Are there any questions right now about the study or about why we are here? 

Next, I’d like to say a few things about the process for this discussion. During our 

session today, I’ll be asking you some questions and [other site visitor] will be taking 

notes. If you don’t mind, I would like to record our conversation simply for note-taking 

purposes. No one outside of our research team would hear the recording; it would just 
Appendix G 274

be for own reference. If you would like us to turn off the recorder at any point, just let me 

know. Would that be OK?

I want to assure you that all information you provide today will be kept confidential and 

will only be used for the purposes of this study. We will not use your name, or your 

school’s name, and will not attribute any quotes. Our study will identify the states that 

we visit, but will not disclose the names of the districts and schools in each state.

Whatever you express in this room stays in this room. We’re asking you to make the 

same commitment–to keep what is said in this room confidential and not repeat it to 

other parents or staff at the school or students. That way people can feel safe being 

honest. Agreed?

This session will give you a chance to express your opinions. We want you to feel 

comfortable in saying what you really think and feel, as your ideas and opinions are 

important to us. There are no right or wrong answers. It is OK to disagree with 

one another. We’d like to hear everyone’s perspective. If you do not feel like responding 

to a question, you do not have to.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues 

I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to 

read it and let me know if you have any questions.

Are there any questions before we get started?

Note to interviewer: Throughout the interview, possible probes are set aside 

following each general question. Asking these questions may help to move the 

interview pace or may prompt a less talkative respondent. However, do not feel 

you need to ask each of these probes; it is likely that the respondent will cover 

many of these issues when responding to your initial inquiry. Keep the tone 

conversational and comfortable.
Appendix G 275

Focus Group of Parent Liaisons and Parents

Background

1. To start, I’d like to ask each of you to introduce yourselves by saying your first 

name, the school(s) you are associated with, and whether you are a parent or 

parent liaison.

• If you are a parent, please say the grade levels of your children and 

language(s) you speak at home.

• If you are staff, please say your position and your role with regard to parents 

of ELLs.

Parent Involvement

2. For parents: Can you describe the ways you are involved in the education of 

your child(ren)? (This could include a range of ways, such as help with homework, 

attending parent conferences, maintaining native language at home, volunteering in 

classroom, etc.)

Listen for:

• Role of parents in decision-making at the school and what types of decisions 

they are involved in

3. For parent liaisons: How would you describe the role of parents at your school?

In what ways are the parents of ELL students involved in the education of their 

children? In the school? What are the challenges that parents face? 

Communication with Parents

4. For parents: How do you communicate with your child’s teachers (and/or other 

school staff)? What do you communicate about? How often? 

Listen for: 

• Frequency with which parents communicate with teachers and usefulness

• Types of information that parents receive on how their child in doing in school

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language)

5. For parents: What information do you receive about your child’s school? Do 

you know how well the school meets the standards? How is that information 

communicated to you? How often? 
Appendix G 276

Listen for: 

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language).

• Usefulness of the information parents receive

6. For parent liaisons: In general, what information do parents receive about their 

child’s school and about how their child is doing in school? How is that 

information communicated to them? How often? 

Listen for: 

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language).

• Usefulness of the information parents receive

School Practices

7. For parents: Next, I’d like to ask about your goals for your child, particularly 

your goals with respect to learning English and your home language. Do you 

expect that your child will continue developing the home language or 

concentrate on learning English only? How does the school help your child in 

learning English (and/or home language)? 

8. For parents: Does your child participate in any special programs for students 

who are learning English? Are those programs helpful?

Probe for: 

• Role of home language 

• Extent to which parents have a choice in the program offerings available

9. For parents: Do you have a choice about what program(s) your child is enrolled 

in? How did you make that choice?

10.For parent liaisons: I’d like to ask broadly about any practices in place at your 

school that benefit ELL students. What are the practices, and how are they 

beneficial? 

Probe for: 

• Specific strategies or approaches mentioned by district staff for which we’d 

like to get the perspective parent liaisons. This could include instructional 

approaches that are relevant for ELL students, as well as specific parent 

practices, such as a parent outreach program, district parent center, 

translation, and other services for parents, etc. 

• What is the focus? Who participates? 

• Perceived effectiveness (measured by)

• Support/influence from the district
Appendix G 277

Listen for: 

• Role of home language 

• Extent to which parents have a choice in the program offerings available

Supports for Parents

11.For parents: Do you participate in any programs, classes or supports for 

parents at your school? How do they help you? (This could include parent 

outreach programs, parent classes, language classes, parent liaison, etc.) 

Probe for:

• Programs and supports that specifically target parents of ELLs

• Perceived effectiveness (measured by)

12.For parent liaisons: Are there any additional programs, classes or supports 

available for parents at your school? In what ways do they benefit parents of 

ELLs? Are there any programs that specifically target ELL parents? (This could 

include parent outreach programs, parent classes, language classes, parent liaison, 

etc.)

Listen for:

• Which parents are targeted for these programs, who provides the support, the 

focus, etc.

• Extent to which parents access the supports

• Ways in which the unique needs of ELL parents are accommodated (such as, 

communication in home language).

• Perceived effectiveness (measured by)

• Differences in supports for elementary parents vs. secondary parents

• Any district-wide parent supports identified by district officials

Goals and Challenges

13.For parent liaisons: What are your primary goals and priorities in the work you 

do with parents (particularly ELL parents)? In what ways have you been able 

to realize those goals? What are the challenges and constraints you face?

How does the district (or state) help you address those challenges?

Probe for:

• Ways in which the school builds capacity to work with parents
Appendix G 278

14.For parents, if time permits: Do you face any challenges/difficulties/barriers in 

becoming involved in the education of your child(ren)? Do you face any 

challenges/difficulties/barriers in realizing the goals you have for your 

child(ren)?
Appendix G 279

Grupos focales de padres de familia y coordinadores de padres de familia 

Guión en español para el grupo focal de padres de familia y personal escolar: Buenos 

días. Primero que nada les queremos agradecer su presencia y su disposición para 

participar en este estudio. Mi nombre es [nombre] y el(ella) es [nombre de la otra 

persona]. Somos investigadores del [American Institutes for Research o de Ed Count], 

una organización que lleva a cabo estudios sobre educación.

Antes de empezar, les hablaremos un poco sobre nuestro trabajo y si tienen algunas 

preguntas con gusto las contestaremos. El proyecto que estamos llevando a cabo es 

sobre (Título 3) Title III, dentro del programa de No Child Left Behind para el 

departamento de educación. Title III se refiere a cómo las escuelas y los distritos están 

educando a los estudiantes que ingresan a la escuela hablando algún otro idioma 

diferente al inglés. La ley estipula que los estados y los distritos escolares pongan en 

práctica ciertas medidas para que ayuden a que estos estudiantes aprendan inglés y 

que al mismo tiempo aprendan matemáticas y las otras materias del curriculum. Para 

entender mejor cómo los estados y los distritos han respondido a los requerimientos de 

la ley, entrevistaremos a los responsables de los distritos escolares, directores de 

escuelas, maestros, y a los padres de familia en varios estados del país. 

Este en un grupo focal para padres de familia y para el personal que trabaja con los 

padres de familia. Durante nuestra conversación, les haré preguntas sobre el papel de 

los padres de familia en su escuela, los programas y los apoyos que existen para ellos, 

maneras en las que los padres se involucran con la escuela, y la comunicación entre la 

escuela y los padres de familia. Estos temas se orientan a los padres de alumnos que 

están aprendiendo inglés. 

¿Tienen alguna pregunta sobre el estudio o sobre por qué estamos aquí?

A continuación les mencionaremos la forma en cómo organizaremos esta discusión.

Durante nuestra sesión, yo les haré las preguntas y mi compañero(a) tomara nota. Si 

no les molesta, nos gustaría grabar la conversación para poder completar nuestras 

anotaciones. Nadie fuera de nuestro equipo de investigadores escuchará la grabación, 

solamente será para nuestra propia referencia. Por favor háganos saber si en algún 

momento les gustaría que dejáramos de grabar. ¿Les parece?

Queremos asegurarles que toda la información que compartan con nosotros será 

totalmente confidencial, y solamente se usará para los fines de este estudio. No 

usaremos su nombre, o el nombre de la escuela, y no los identificaremos con ninguna 

cita o frase. Nuestro estudió solamente identificará los estados que visitaremos, pero 

no señalará los nombres de los distritos ni de las escuelas que visitaremos. Lo que se 

diga en este cuarto, se queda en este cuarto. Por lo que les pedimos que ustedes 
Appendix G 280

también se comprometan a lo mismo: que aquello que se diga en este cuarto sea 

confidencial y no lo compartan con otras personas, padres de familia o personal de la 

escuela, o alumnos. De esta manera ustedes se pueden sentir seguros y responder 

con honestidad.

Esta sesión es una oportunidad para expresar sus opiniones. Queremos que se sientan 

cómodos en compartir lo que realmente piensan y sienten, ya que sus ideas y 

opiniones son muy importantes para nosotros. No existen respuestas correctas o 

incorrectas. Esta bien no estar de acuerdo con todas las personas del grupo. 

Queremos escuchar la perspectiva de cada uno de ustedes, pero si no quieren 

responder alguna pregunta, no tienen que hacerlo.

Ahora por favor, les pido que firmen la forma de consentimiento antes de que 

empecemos. En dicha forma se resumen algunos de los puntos que hemos 

mencionado con respecto al anonimato y confidencialidad del estudio. Por favor 

tómense un minuto para leerla y pregúntennos si tienen alguna duda. 

¿Tienen alguna pregunta antes de empezar?
Appendix G 281

Grupo focales de padres de familia y coordinadores de padres de familia 

Antecedentes

1. Para comenzar, quiero pedirles que cada uno de ustedes se presente diciendo 

el nombre de la escuela donde trabaja o donde su hijo asiste, y se identifique 

si es un padre de familia o un coordinador de padres de familia. 

• Si usted es un padre de familia, por favor mencione el grado escolar en que 

sus hijos están y cual es el lenguaje que hablan en el hogar. 

• Si usted es un coordinador, por favor diga su posición y el papel que 

desempeña ante los padres de familia de estudiantes que el inglés es su 

segundo idioma. 

Participación de los padres de familia

2. Para los padres de familia: ¿Podría describir las diferentes maneras en las 

cuales usted participa en la educación de sus hijos? (Esto puede incluir 

diferentes maneras, como ayudar con la tarea, ir a conferencias para padres de 

familia, mantener el idioma en el hogar, participar como voluntario en el salón de 

clases, etc.)

Escuchar si mencionan:

• El papel de los padres de familia en el proceso de toma de decisiones de la 

escuela, y que tipos de decisiones han participado. 

3. Para los coordinadores de padres de familia: ¿Cómo describiría el papel de los 

padres de familia dentro de su escuela? ¿Cómo participan los padres de 

familia, de los estudiantes que aprenden inglés como su segunda lengua, en 

la educación de sus hijos? ¿En la escuela? ¿Cuáles son los retos que los 

padres de familia enfrentan? 

Comunicación con padres de familia

4. Para los padres de familia: ¿De qué manera se comunican con los maestros de 

sus hijos (u otro personal escolar)? ¿Sobre qué temas se comunican? ¿Con 

qué frecuencia? 

Escuchar si mencionan: 

• Frecuencia con la cual los padres de familia se comunican con los maestros 

y la utilidad de dichas comunicaciones. 

• Tipos de información que los padres de familia reciben sobre el desempeño 

de sus hijos en la escuela.

• Maneras en las cuales las necesidades específicas de los padres de familia 

de estudiantes que aprenden el inglés como se segunda lengua son tomadas 

en cuenta. (como comunicación en la lengua que se habla en el hogar) 
Appendix G 282

5. Para los padres de familia: ¿Qué información recibe sobre la escuela de sus 

hijos? ¿Ustedes saben qué tan bien la escuela se desempeña, si cumple con 

las metas académicas que el estado o el distrito establecen? ¿Cómo le llega 

dicha información? ¿Con qué frecuencia? 

Escuchar si mencionan: 

• Maneras en las que las necesidades específicas de los padres de familia de 

los estudiantes que aprenden inglés como su segunda lengua son tomadas 

en cuenta (por ejemplo, comunicación en el idioma que se habla en el hogar)

• Utilidad de la información que los padres reciben

6. Para los coordinadores de padres de familia: En general, ¿qué información los 

padres de familia reciben sobre la escuela y sobre el desempeño de sus 

hijos? ¿Cómo les llega dicha información?¿Con qué frecuencia? 

Escuchar si mencionan: 

• Maneras en las que las necesidades específicas de los padres de familia de 

los estudiantes que aprenden inglés como su segunda lengua son tomadas 

en cuenta (por ejemplo, comunicación en el idioma que se habla en el hogar)

• Utilidad de la información que los padres reciben

Prácticas Escolares

7. Para los padres de familia: Ahora me gustaría preguntarles sobre las metas u 

objetivos para sus hijos, específicamente las metas en cuanto al aprendizaje 

del inglés y del idioma que se habla en el hogar. ¿Espera que su hijo continúe 

desarrollando el idioma que se habla en el hogar o que se concentre en el 

aprendizaje del inglés, o quizás que desarrolle ambos idiomas al mismo 

tiempo? ¿De qué manera la escuela le ayuda a su hijo a aprender inglés (y/o el 

idioma del hogar)? 

8. Para los padres de familia: ¿Su hijo participa en algún programa especial para 

estudiantes que estén aprendiendo inglés, como por ejemplo programas de 

inmersión al inglés o clases bilingües? ¿En su opinión, estos programas son 

útiles?

Preguntar por: 

• El papel del idioma que ese habla en el hogar

• Qué tanto los padres de familia pueden escoger algunos de los programas 

que se ofrecen 

9. Para los padres de familia: ¿Pueden ustedes decidir en cuál programa inscribir 

a sus hijos? ¿Cómo tomaron esa decisión? 
Appendix G 283

10.Para los coordinadores de padres de familia: Me gustaría preguntarles sobre las 

prácticas o programas que han implementado en su escuela que benefician a 

los estudiantes que están aprendiendo inglés como su segundo idioma.

¿Cuáles son estas prácticas y cómo benefician a dichos estudiantes? 

Preguntar por: 

• Estrategias específicas o enfoques mencionados por personal del distrito 

para lo cual sería bueno tener la perspectiva de los coordinadores de los 

padres de familia. Esto podría incluir enfoques de enseñanza que son 

relevantes para los estudiantes que tienen el inglés como segunda lengua, 

así como prácticas específicas de los padres de familia, como el programa de 

alcance para padres de familia, el centro del distrito para padres de familia, 

servicios de traducción u otros, etc.

• ¿Cuál es el enfoque de estos programas? ¿Quiénes participan?

• ¿Qué tan eficaces son? Y cómo los han medido, o en que se basan

• Apoyo/influencia del distrito

Escuchar si mencionan: 

• El papel del idioma del hogar

• Qué tanto los padres de familia pueden escoger algunos de los programas 

que se ofrecen 

Apoyos para los padres de familia

11.Para los padres de familia: ¿Ustedes participan en algún programa, clase o 

apoyo para padres de familia que su escuela ofrece? ¿De qué manera estos 

programas les ayudan? (Se puede incluir programas de acercamiento a la 

comunidad, clases para padres de familia, clases del idioma, coordinadores de los 

padres de familia, etc.) 

Preguntar por:

• Programas y apoyos que están enfocados específicamente a padres de 

familia de hijos que el segundo idioma es el inglés

• ¿Cuál es su efectividad y cómo la miden? 
Appendix G 284

12.Para los coordinadores de padres de familia: ¿Saben si hay algún otro tipo de 

programas, clases o apoyos para padres de familia en su escuela? ¿De qué 

manera estos programas benefician a los padres de estudiantes que el inglés 

es su segundo idioma? (Esto podría incluir a los programas de alcance para 

padres de familia, clases para padres de familia, clases de idioma, etc.) 

Escuchar si mencionan:

• A qué padres de familia se enfocan estos programas, quién provee el apoyo,

el enfoque, etc.

• ¿Qué tanto los padres de familia acceden a dichos apoyos?

• Maneras en que las necesidades especificas de los padres de familia de 

estudiantes que el inglés es su segundo idioma se han tomado en cuenta 

(por ejemplo, comunicación en el idioma que se habla en el hogar)

• ¿Cuál es su efectividad y cómo la miden? 

• Diferencias entre los apoyos para los padres de familia de primaria y de 

secundaria 

• Algún programa de apoyo para todo el distrito escolar que haya sido 

identificado por el personal del distrito.

Metas y retos

13.Para los coordinadores de padres de familia: ¿Cuáles son sus metas principales 

y las prioridades en el trabajo que ustedes llevan a cabo con los padres de 

familia (especialmente con los padres de estudiantes que tienen el inglés 

como segunda lengua)? ¿De qué manera han podido alcanzar dichas metas? 

¿Cuáles son los logros y los problemas que enfrentan? ¿Cómo les apoya el 

distrito (o el estado) para poder superar dichos problemas? 

Preguntar por:

• Maneras en que la escuela ha creado capacidad para trabajar con los padres 

de familia. 

14.Para los padres de familia, si el tiempo lo permite: ¿Cuáles son los retos / 

dificultades / barreras que enfrentan para que sus hijos logren las metas que 

ustedes han establecido para sus hijos? 
Appendix G 285

The National Evaluation of Title III Implementation

Title III Subgrantee Survey

IMPORTANT—PLEASE READ THE FOLLOWING INSTRUCTIONS BEFORE 

ANSWERING

• Unless otherwise stated, please complete items using data from the 

2009–2010 school year. If the district/school does not serve both 

elementary and secondary grades, please skip items referring to 

unserved grade ranges.

• Question 1 is the only item for which highly accurate quantitative data 

are required. FOR OTHER ITEMS THAT ASK FOR ESTIMATES, PLEASE 

FEEL FREE TO PROVIDE THEM, AS ESTIMATES ARE PREFERRED 

OVER NO ANSWER. In order to answer these questions, however, you 

may wish to have program records (e.g., language groups, prior ELL 

enrollments, Title III budget) and a calculator available.

• The survey uses the term “English language learners” (ELLs). The 

federal legislation refers to these students as limited English proficient 

(LEP). 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information 

unless such collection displays a valid OMB control number. The valid OMB control number for this information collection 

is 1875-0254. The time required to complete this information collection is estimated to average 45 minutes per response, 

including the time to review instructions, search existing data resources, gather the data needed, and complete and 

review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or 

suggestions for improving the form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651.

O.M.B. No. 1875-0254, Approval Expires 10/31/2012
Appendix G 286

A. ELL Population

1. During the 2009–2010 school year, please indicate: 

a. the total number of students in the school district _____________

b. the total number of ELLs in the district _____________

2. Approximately what percentage of ELLs in your district are in each of the following 

language groupings? 

a. Spanish _____ %

b. Other European languages (French, Russian, Greek, etc.) _____ %

c. Asian-Pacific languages (Chinese languages, Hmong, Hindi, Tagalog, etc.) _____ %

d. Native American languages _____ %

e. Other languages (Arabic, Haitian Creole, African languages, etc.) _____ %

TOTAL 100 %

3. Please estimate the percentages of the ELLs in your district who were: 

a. born in the U.S. _____ %

b. not born in the U.S. and are in the first year at a U.S. school. _____ %

c. not born in the U.S. and are in the second or third year at a U.S. school. _____ %

d. not born in the U.S. and who have attended more than three years at a U.S. school. _____ %

TOTAL 100 %

4. Please estimate the percentage of ELLs in your district who have had interrupted 

schooling (i.e., have missed two or more years of formal schooling since age 6). 

(Select one) 

 0–5%

 6–10%

 11–20%

 More than 20%

5. Please estimate how the total number of ELLs in your district has changed in the past 

five years since September 2004. (Select one) 

 The number has increased by more than 50%

 The number has increased by 25% to 50%

 The number has increased by 5% to 25%

 The number has been stable (–5% to 5%)

 The number has decreased by more than 5%
Appendix G 287

6. Approximately what percentage of ELLs are new to your district this school year? 

(Do not include students in the lowest grade served by the district.) (Select one) 

 0–10%

 11–25%

 26–50%

 51–100%

B. ELL Identification, Placement, and Exit

7. Which of the following factors does the district use to identify, place, and exit students 

regarding ELL services? (Select Yes or No in each of the three columns in each row.) 

 (1) To identify

students as ELLs

(2) To place students 

into specific ELL 

services

(3) To exit students 

from ELL status

Factor Yes No Yes No Yes No

a. State English language proficiency 

(ELP) test

     

b. Other English oral proficiency tests      

c. Other English literacy tests 

(including writing samples)

     

d. State academic content area tests      

e. Other standardized achievement 

tests in English

     

f. Native language oral proficiency 

tests

     

g. Native language literacy tests      

h. Standardized achievement tests in 

native language

     

i. Class grades      

j. Progress tests (also called 

“interim,” “benchmark,” or 

“diagnostic” tests)*

     

k. Teacher judgment      

l. Home language survey      

m. Parental input/choice      

n. Years in the U.S.      

o. Years in the ELL service program      

p. Grade level      

* By progress tests we mean required tests administered periodically (e.g., every six weeks) to monitor your 

students’ progress. We do not mean the annual state assessment nor the tests or quizzes teachers decide to 

administer on their own. 
Appendix G 288

8. For an individual ELL, how often are the following reviewed (by someone other than the 

regular classroom teacher)? (Select one in each row.) 

Item Less than 

once a year

Once a 

year

Twice a 

year

More than 

twice a year

a. Placement in specific ELL services (e.g., ESL 

classes, sheltered instruction)

   

b. Readiness for exit or redesignation from ELL status    

C. ELL Services

9. Approximately what percentage of ELLs in the district participate in each of the 

following types of ELL services at the elementary level? (Select one in each row.)

Type of ELL Service 0% 1–50% 51–99% 100%

a. English language development for ELLs (e.g., English as a second 

language instruction) within or outside the regular classroom

   

b. Instruction in the language arts of the native language    

c. Instruction in content areas (math, science, social studies) involving 

significant (at least 25%) use of the native language

   

d. Instruction in content areas using English but specially designed for 

ELLs (e.g., sheltered instruction, SIOP)

   

e. Two-way immersion programs involving both ELLs and native 

English speakers

   

f. Special instruction for newcomers to U.S. schools    

10. Approximately what percentage of ELLs in the district participate in each of the 

following types of ELL services at the secondary level? (Select one in each row.)

Type of ELL Service 0% 1–50% 51–99% 100%

a. English language development for ELLs (e.g., English as a Second 

Language instruction) within or outside the regular classroom

   

b. Instruction in the language arts of the native language    

c. Instruction in content areas (math, science, social studies) involving 

significant (at least 25%) use of the native language

   

d. Instruction in content areas using English but specially designed for 

ELLs (e.g., sheltered instruction, SIOP)

   

e. Two-way immersion programs involving both ELLs and native 

English speakers

   

f. Special instruction for newcomers to U.S. schools    

11. Approximately what percentage of ELLs in the district is receiving no ELL services 

due to: 

a. Parental choice _______ % 

b. Lack of service availability _______ % 

c. Services provided by other programs (e.g., special education) _______ % 
Appendix G 289

12. Which of the following types of services are available to former ELLs at the 

elementary and secondary levels in the year following their exit from ELL status? 

(Select Yes or No in each of the two columns in each row.)

(1) Elementary (2) Secondary

Service Yes No Yes No

a. Tutoring services    

b. An academic counselor or support teacher    

c. A peer counselor or English proficient “buddy”    

d. Regular monitoring of academic performance by 

district/school

   

D. Title III Accountability for ELLs

13. Do you have a clear understanding of the district’s target(s) for meeting annual 

measurable achievement objectives (AMAOs) under Title III for 2009–2010? 

District’s Target Yes No

a. Target(s) for meeting AMAO 1—Making progress in English  

b. Target(s) for meeting AMAO 2—Attaining English proficiency  

c. Target(s) for meeting AMAO 3—Meeting proficiency targets in the content areas for 

the LEP subgroup

 

14. Did the district meet its annual measurable achievement objectives (AMAOs) under 

Title III in the last school year (2008–2009)? 

Annual Measurable Achievement Objective Yes No Don’t Know

a. AMAO 1—Making progress in English   

b. AMAO 2—Attaining English proficiency   

c. AMAO 3—Meeting proficiency targets in the content areas for the LEP 

subgroup

  

15. Is the district currently designated as having missed its annual measurable 

achievement objectives (AMAOs) under Title III: 

Time period for missing AMAOs Yes No Don’t Know

a. for two consecutive years?   

b. for four consecutive years?   
Appendix G 290

E. Improvement Initiatives

16. Since September 2008, has the district implemented any of the following actions to 

improve services to ELLs? (Select one in each row.) 

Action

Action 

implemented as a 

direct response to 

the district’s 

Title III AMAO 

status

Action 

implemented 

for other 

reasons

Action not 

implemented

a. Developed an improvement plan   

b. Notified parents of ELLs whether the district met its AMAOs in 

2008–2009

  

c. Adopted new curriculum for English language development   

d. Increased instructional time for ELLs (including after-school 

and summer programs)

  

e. Increased the alignment of English language development 

instruction with state ELP standards

  

f. Increased teacher professional development on ELL issues   

g. Added an instructional specialist to assist teachers of ELLs   

h. Increased progress testing of ELLs   

i. Increased use of needs-based grouping or differentiated 

instruction for ELLs

  

j. Increased common planning time for teachers of ELLs   

k. Increased involvement activities targeted at parents of ELLs   

17. To increase the alignment of English language development instruction with state ELP 

standards, has the district done any of the following since September 2008? (Select one 

in each row.)

Action Yes, to increase 

alignment

Yes, for other 

reasons No

a. Made changes in texts/curriculum materials   

b. Mandated district-wide curricula   

c. Adopted new instructional/pacing guides   

d. Made changes in assessment measures or 

methods

  

e. Provided teacher training on ELP standards   

f. Provided teacher training on instructional methods   
Appendix G 291

F. Record-Keeping and Use of Data on ELLs

18. Are the following variables concerning individual ELLs included in a district-wide 

student database? 

Variable Yes No

a. Current ELL status  

b. ELL status in previous school years  

c. ELL services received in current year  

d. ELL services received in previous years  

e. Native language  

f. Years living in U.S.  

g. Experienced interrupted schooling  

h. Academic achievement of former ELLs  

i. English language proficiency test scores  

j. State content area test scores  

k. Identity of ELL’s mainstream teachers  

l. Identity of ELL’s specialist teachers  

19. Are the following variables concerning teachers of ELLs included in a district-wide 

database? 

Variable Yes No

a. Qualifications (e.g., degrees, certifications, 

endorsements) of mainstream classroom teachers of ELLs

 

b. Qualifications of specialist teachers (ESL, ELD, bilingual, 

and LIEP teachers)

 

20. Does the district use the following testing data in any of these ways? (Select Yes or No 

in each of the three columns in each row.) 

(1) To group ELLs

for instruction 

within or between 

classes

(2) To detect 

gaps in the 

curriculum for 

ELLs

(3) To plan 

professional 

development for 

teachers of ELLs

Testing Data Yes No Yes No Yes No

a. State English language proficiency (ELP) test      

b. State academic content area tests      

c. Other district-wide language proficiency 

assessments

     

d. Progress tests (also called “interim,” 

“benchmark,” or “diagnostic” tests)

     
Appendix G 292

21. Does the district examine student testing data for ELLs broken down in any of the 

following ways?

Breakdown of ELLs Yes No

a. By grade  

b. By level of English language proficiency (e.g., beginning, developing)  

c. By native language  

d. By years in ELL services  

e. By type of ELL services or program  

G. District Capacity

22. Please estimate the percent of district Title III, Part A subgrant funds (including 

immigrant funds if you receive them) that were used for each of the following for last 

school year (2008–2009)?

a. Instructional staff (e.g., teachers, aides) ________ %

b. Instructional support staff (e.g., counselors, social workers, library staff) ________ %

c. Instructional materials, equipment, and technology ________ %

d. Professional development ________ %

e. Parent involvement ________ %

f. School and district administration ________ %

TOTAL 100 %

23. How many full time equivalent (FTE) positions at the district-level are dedicated to 

Title III and ELL issues (including district-level coaches, specialists, etc.)? 

_______ FTEs

24. How many district-level personnel have Title III and ELL issues as their primary

responsibility? 

_______ individuals

25. In this year (2009–2010), does the district have any teachers serving ELLs who... 

(Select one circle in each row.) 

Teacher Characteristic Yes, more 

than 10%

Yes, less 

than 10%

No

a. are not fully certified for their positions?   

b. are in their first year of teaching ELLs?   

c. have not demonstrated English language fluency?   
Appendix G 293

26. During this year (2009–2010), has the district had difficulty in recruiting or retaining the 

following types of staff for serving ELLs? (Select one in each row.) 

Type of Staff Yes, had difficulty No difficulty Not applicable

a. English language development teachers 

(ESL, etc.)

  

b. Teachers with language skills in ELLs’ 

native languages (for bilingual classes, etc.)

  

c. Mainstream elementary classroom teachers 

with training in serving ELLs

  

d. Secondary content area teachers with 

training in serving ELLs

  

e. Counseling staff with training in serving 

ELLs

  

27. Since September 2008, has the district used any of the following to recruit, hire, train, 

support, or retain teachers who are highly qualified and knowledgeable about the 

instruction of ELLs? 

Incentive Yes No

a. Financial incentives to recruit ELL teachers such as increased starting salaries, 

signing bonuses, or housing incentives

 

b. Financial incentives such as coursework stipends or paid release time to 

support advanced coursework or training related to the instruction of ELLs

 

c. Partnerships with teacher preparation programs that include coursework related 

to instruction of ELLs

 

d. An alternate route (“fast-track”) program to help teachers become certified or 

add ELL endorsements

 

e. Policies of assigning teachers who are best able to address the needs of ELLs 

to schools with many ELLs

 

f. Teacher induction programs focusing on instruction of ELLs  

g. Programs of sustained mentoring or coaching or co-teaching focusing on the 

instruction of ELLs

 

h. Collaborative learning activities (e.g., common planning time, teacher work 

groups, teacher networks) for teachers who work with ELLs

 
Appendix G 294

28. Since September 2008, did the district receive technical assistance (TA) from any

source (from the state, regional education labs, universities, etc.) concerning ELLs on 

the following topics? Was the TA sufficient to meet the district’s needs? 

When responding to this question, please consider all technical assistance, regardless 

of the method by which it was delivered—visits to the district or schools, workshops, 

video-conferences, and web-based technical assistance.

(1) Did the district

receive TA on 

this topic?

(2) If yes, was the TA 

sufficient to meet the 

district’s needs?

Topic Yes No Yes No

a. Administering Title III and other funds to support the 

needs of ELLs

   

b. Developing an improvement plan focused on ELL issues    

c. Effective English language development approaches    

d. Effective content area instructional approaches for ELLs    

e. Instruction of recently arrived ELLs in secondary schools    

f. Alignment of curriculum and instruction with state English 

Language Proficiency standards

   

g. Assessment of ELLs (including testing accommodations)    

h. Use of data on ELLs    

i. Strategies for the involvement of parents of ELLs    

j. ELL program administration (assigning students to 

services, scheduling services, etc.)

   

k. Effective teacher training for teachers of ELLs    

29. To what extent is each of the following a challenge to meeting the needs of ELL 

students in your district? (Select one in each row.)

Situation

Not a 

challenge 

Minor 

challenge 

Moderate 

challenge 

Major 

challenge 

a. Insufficient funding for ELL services    

b. Lack of district-level staff expertise on ELL issues    

c. Lack of access to outside expertise on ELL issues    

d. Lack of political support for ELL services    

e. Shortage of qualified applicants for specialist ELL 

teacher positions (ESL, ELD, bilingual education, or 

LIEP)

   

f. Lack of expertise among mainstream teachers to 

address the needs of ELLs

   

g. Lack of proven curricula and programs for ELLs    
Appendix G 295

H. State Content Area Assessments

30. Were the following accommodations provided to any ELLs in the district taking state 

content area tests in English language arts and/or mathematics in 2008–2009?

Accomodation Yes No

a. Extended time  

b. Additional breaks offered between sessions  

c. Bilingual glossaries or dictionaries  

d. English glossaries or dictionaries  

e. Directions or questions read aloud in English  

f. Directions translated or read in native language  

g. Simplified English test/more visuals  

h. Side-by-side bilingual version of the test  

i. Native language test  

j. Dictation of answers or use of a scribe  

k. Test taker responds in native language  

l. Testing in small groups/separate rooms  

31. Did the district meet all of its adequate yearly progress (AYP) targets (across all 

students and subgroups) under Title I of NCLB based on 2008–2009 test scores? 

(Select one) 

 Yes

 No

 No, but under appeal

 Not yet notified

 Don’t know

32. Is the district currently identified for improvement or corrective action under Title I of 

NCLB? (Select one) 

 Yes

 No

 Don’t know
Appendix G 296

33. If there is anything else you would like to tell us about Title III implementation in your 

district, please enter your comments here.

34. If you are a member of a consortium, please indicate the district or charter school for 

which this questionnaire was completed.

____________________________________________________________

 Not Applicable

Thank you for your participation in this survey!