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

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## Appendix **F .**  **K**

**– 3**  **Teacher /Program Staff Focus Group**  **Protocol**Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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# Study on Sustaining the **Positive Effects of Preschool K** 

**– 3 Teacher/Program Staff Focus Group Protocol**  Interviewer____________________________________ Focus Group ID #_________________ Site _________________________________________ _ Date/Time_______________________ **Introduction** My name is ______, and I work for American Institutes for Research (AIR). We’ve been contracted b y the U.S. Department of Education to conduct case studies on sites that are implementing particular programs to support early elementary

students. As y ou may

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

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

- taking purposes. Only research staff will use the audio recording, and we’ll destro y it when the project is done. Is that okay with y ou? **Role and Previous Education -**  **Related Experience** 1. I’d like to start b y asking each of you to tell me yo ur name and what grade y ou teach [or what role you play in the program]? **Connections to Preschool** Our research is focused on making connections between earl y elementary school and earlier preschool experiences that students may have had. Therefore m y n ext set of questions focus on preschool and preschool

- related data you might collect.Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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2. Do y ou know approximately what percentage of students in your class attended preschool? 3. What differences in cognitive, academic, or social

- emotional skills, if any , do y ou see between students who attended preschool and those who did not? **Approach to Program or Strategy and Implementation** My next questions focus very specificall y on [PROGRAM]. 4. I understand this program involves [BRI EFLY DESCRIBE OUR UNDERSTANDING OF THE PROGRAM]. Can you tell me more about all the activities involved? a. What does this look like in y our classroom? 5. Let’s talk about when the program was first rolled out at your school. What do y ou know about what changes in staffing, policy , curriculum, or other areas were required to first roll the program out at your school? a. What did teachers need to get started, in terms of training, guidance, or extra resources? **ASK QUESTIONS IN THE FOLLOWING THREE SECTIONS, DEPENDING ON WHICH TOPIC(S) IS/ARE A FOCUS FO**  **R THE SITE VISIT. TOPIC 1: PK** 

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

– 3 alignment efforts at your school. 6. Are assessments aligned, connected, or coordinated across grades? I f so, how? If not mentioned, ask: a. What assessments are used? How often are they given? b. How is the information from assessments used? c. Does your district use a Kindergarten Entry Assessment? I f so, which one? 7. How are standards, curricula and/or other materials and resources in different grades and in preschool related? a. How do y ou assure children are learning new material and not something learned the prior y ear? How do y ou know what other teachers from preschool through Grade 3 are doing in their classrooms? b. Is there time to meet? When? I s it sufficient? 8. Does your school have any collaborative efforts with preschool programs? a. If these collaborations exist : What ty pes of activities does this collaboration involve? 9. How do y ou receive training or support to align instructional practices across prekindergarten to Grade 3? a. Can y ou describe any ongoing training? b. Do teachers have dedicated time to meet with teachers in other grades? c. How is data used and shared across grades?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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d. How, if at all, are preschool teachers included in this training and support? e. What is helpful about th e support, and what would y ou change? **TOPIC 2: Differentiated Instruction** Let’s talk now about how differentiated instruction looks in classrooms. 10. If not already discussed: Can y ou describe any particular approaches that you use to differentiate instru ction? 11. How do y ou or other teachers in y our classroom work with children at different skill levels? a. Can y ou describe how and whether students are placed in groups or assigned to specific classrooms or teachers? If applicable: How long do these grouping as signments last? 12. On what characteristic or skill is instruction differentiated? 13. How do y ou identify

the individual needs of students? How is student progress monitored? If not mentioned, ask: a. How is assessment used? How often are children assessed? 14. What resources and tools help y ou effectivel y differentiate instruction with students? If not mentioned, ask: a. How, if at all, are curricula or other materials and resources used? b. How, if at all, is technology used? c. How, if at all, are small groups used? 15. How ar e you trained or supported on differentiation strategies? a. What is helpful about the training or support you have received, and what would y ou change? 16. How do y ou work with students with higher skills or competencies? **ASK THE FOLLOWING QUESTIONS OF ALL INT ERVIEWEES.**  **Other Specific Interventions or Supports** 17. Are there an y other programs or supports for earl y elementary students, designed to sustain the effects of preschool or otherwise support their learning and development, that we have not y et talked about? If yes, ask questions 18

- 22: 18. What role do y ou play in that program? a. Is this a role you applied for? What skills are needed for the position? 19. How do y ou work with other teachers or staff at the school?Ameri can Institutes for Research Task Order 18: Study on Sustaining the Positive Effects of Preschool

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20. What ty

pe of student participates in [PROGRAM]? a. What ty

pe of student is eligible and ineligible to participate? b. Are you specificall y providing services to certain subgroups of students? 21. What guidance do you receive from the district about the program’s goals or activities? 22. How much autonom y do you have in implementing program activities? **Outcomes** 23. What effect, if an y, do you think [PROGRAM] has had on student outcomes in kindergarten through third grade? a. If interviewee reports effect: For which outcomes have you seen gains and how are these documented? b. If no effect: What do y ou think are the barriers to seeing more gains? **Success, Challenges, and Sustainability** 24. Overall, what is working well with [PROGRAM] at y our school? 25. What aspect of [PROGRAM] needs strengthening? Why ? a. What do y ou know of plans to try to strengthen it? 26. What challenges have yo u had in implementing this program, and what steps did you take or may still be needed to address them? 27. Is [PROGRAM] an approach that will or should continue for the long term, in y our opinion? 28. Are there resources you ne ed to continue your work with [PROGRAM]? 29. One purpose of this study is to help other districts and schools potentially begin a similar program. What advice would y ou give to such districts or schools? Are there certain resources, structures, or capabilities that need to be in place for a program like this to succeed? 30. Those are all the questions Ihave. Is there any thing else yo u’d like to share with me today in regard to [PROGRAM]?