Hybrid Algebra I Teacher Questionnaire

Exhibit D

Hybrid Algebra I Teacher Questionnaire

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Kentucky Virtual High School

Hybrid Algebra I Teacher Questionnaire (HTQ)

Directions: Please indicate your level of agreement with the following statements by rating each one from Strongly Disagree to Strongly Agree.

Items	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Use of the Hybrid Algebra I Approach is effective for helping students learn key algebraic concepts.					
My teaching is student-centered when I use the Hybrid Algebra I Approach					
The Hybrid Algebra I Approach emphasizes helpful learning activities.					
I think the Hybrid Algebra I Approach effectively covers the knowledge and skills students need to successfully pass an Algebra I End of Course (EOC) exam.					
Use of the Hybrid Algebra I Approach increases student interest and engagement.					
The KVHS Algebra I curriculum is at an age-appropriate level for most of my students.					
I can meaningfully implement the Hybrid Algebra I Approach.					
I have received adequate training to effectively implement the Hybrid Algebra I Approach.					
I routinely use the Hybrid Algebra I Approach.					
I am able to align the KVHS Algebra I Curriculum with Kentucky’s standards-based curriculum.					
Use of the Hybrid Algebra I Approach increases the amount of academically focused class time.					
My algebra skills are adequate to conduct classes that implement the Hybrid Algebra I Approach.					
My technology skills are adequate to conduct classes that implement the Hybrid Algebra I Approach.					
I can readily obtain answers to questions regarding implementation of the Hybrid Algebra I Approach.					
I often use computers to provide differentiated instruction based on individual learner needs.					

While implementing the Hybrid Algebra I Approach this past year:

how often did YOU do the following during DIRECT Instruction:	Never	Rarely	Occasionally	Frequently	Extensively
16. Ask "Why…” and “What if…" questions					
17. Use number lines, graphs, or diagrams to explain Algebra					
18. Use a computer to explain Algebra					
how often did YOUR STUDENTS…	Never	Rarely	Occasionally	Frequently	Extensively
19. Work in groups					
20. Write to explain algebra (e.g., descriptions, poetry, songs, reflections)					
21. Talk to explain algebra					
22. Use things like algebra tiles or blocks					
23. Use activities such as “guess and check”, estimating, or drawing					
24. Use graphing calculators					
25. Use computers to learn Algebra					
26. Use “Exit Slips”					

Math-Related Professional Development (PD)

Not counting Hybrid and Spotlight training, indicate the number of math-related PD activities you completed during the past 12 months as…	None	1	2	3	More than 3
26. Workshops					
27. Extended (non-graduate school) seminars or coursework					
28. Graduate coursework					
	Not at all	Some	A lot	Did not complete math PD
29. To what degree did the (non-Hybrid/Spotlight) math-related PD change the way you teach Algebra I				
30. To what degree did the Hybrid/Spotlight PD change the way you teach Algebra I				NA
30 b. Please list any PD or other specific changes that occurred in your school, department or classroom in the last 12 months that you believe affected student success in Algebra I such as Carnegie Learning: Bridge to Algebra, Math Recovery, Number World.

30 b.

Your reflections about using the Hybrid Algebra I Approach

Please place your responses to the following questions in the space provided.

31. What do you feel is the greatest benefit of using the Hybrid Algebra I Approach?

32. What do you feel is the most difficult aspect of the Hybrid Algebra I Approach?

33. How could the Hybrid Algebra I Approach be improved?

34. Would you like to teach a Hybrid Algebra I course again?  Yes  No Please explain your choice.

35. Other comments?

Responses to this data collection will be used only for statistical purposes.  The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific district or individual.  We will not provide information that identifies you or your district to anyone outside the study team, except as required by law.

Center for Research in Educational Policy: Treatment Teacher Survey