HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Impact and Implementation Studies- Teacher Report on Individual Children

Appendix A.3: Head Start CARES Teacher Report on Individual Children

Updated January 27, 2009

TEACHER REPORT ON INDIVIDUAL CHILDREN

FOR HEAD START CARES

BASELINE AND FOLLOW-UP MEASURES

TABLE OF CONTENTS

3 Section A – Social Skills Rating Scale (SSRS)- Social Skills Scale & Academic Competence

Scale (Kindergarten follow-up only)

• Gresham & Elliot (1990)

5 Section B – Student-Teacher Relationship Scale (STRS)

• Pianta (2001)

6 Section C – Behavior Problems Index (BPI)

• Zill & Peterson (1986)

8 Section D – Cooper Farran Behavioral Ratings Scale (CFBRS)

• Cooper & Farran (1991)

12 Section E – Academic Rating Scale (ARS)

• Perry & Meisels (1996)

15 Section F – Parent-Teacher Involvement Questionnaire (teacher version)

• Bierman, Greenberg & CPPRG (1996)

Section A – Social Skills Rating Scale (SSRS, Social Skills Scale Teacher –Preschool version & Academic Competence Scale Teacher- Elementary version)

The student will…

1. Follow the teacher’s directions

2. Make friends easily

3. Appropriately tell the teacher when he or she thinks unfair treatment has been received.

4. Respond appropriately to teasing by peers.

5. Appropriately question rules that may be unfair.

6. Attempt classroom tasks before asking for the teacher’s help.

7. Control temper in conflict situations with adults.

8. Give compliments to peers.

9. Participate in games or group activities

10. Produce correct schoolwork

11. Help the teacher without being asked

12. Introduce himself or herself to new people without being told

13. Accept peers’ ideas for group activities

14. Cooperate with peers without prompting

15. Wait her or his turn in games or other activities

16. Use time appropriately while waiting for the teacher’s help

17. Say nice things about himself or herself when appropriate

18. Use free time in an acceptable way

19. Acknowledge compliments or praise from peers

20. Control her or his temper in conflict situations with peers

21. Follow rules when playing games with others

22. Finish class assignments within specified time limits

23. Compromise in conflict situations by changing own ideas to reach agreement

24. Initiate conversations with peers

25. Invite others to join in activities

26. Receive criticism well

27. Put work materials or school property away

28. Respond appropriately to peer pressure

29. Join an ongoing activities or group without being told to do so

30. Volunteer to help peers with classroom tasks

Each question is answered on a three-point scale: 0 – Never, 1 – Sometimes, 2 – Very Often

(Only at Kindergarten follow-up) The next nine items require your judgments of this student’s academic or learning behaviors as observed in your classroom. Compare the student with other children who are in the same classroom.

31. Compared with other children in my classroom, the overall academic performance is…

32. In reading, how does this child compare with other students?

33. In mathematics, how does this child compare with other students?

34. In terms of grade-level expectations, this child’s skills in reading are…

35. In terms of grade-level expectations, this child’s skills in mathematics are…

36. This child’s overall motivation to succeed academically is…

37. This child’s parental encouragement to succeed academically is…

38. Compared with other children in the classroom, this child’s intellectual functioning is…

39. Compared with other children in the classroom, this child’s overall classroom behavior is…

All items are rated using a five-point scale. The number 1 indicates the lower or least favorable performance, placing the student in the lowest 10% of the class. The number 5 indicates the highest or most favorable performance, placing the student in the highest 10% compared with other students in the classroom.

Section B – Student-Teacher Relationship Scale (STRS)

Please reflect on the degree to which each of the following statements currently applies to your relationship with this child. Using the scale, mark the appropriate number for each item.

Definitely does not apply 1

Not really 2

Neutral, not sure 3

Applies somewhat 4

Definitely applies 5

1. I share an affectionate, warm relationship with this child. 1 2 3 4 5

2. This child and I always seem to be struggling with each other. 1 2 3 4 5

3. If upset, this child will seek comfort from me. 1 2 3 4 5

4. This child is uncomfortable with physical affection or touch from me. 1 2 3 4 5

5. This child values his/her relationship with me. 1 2 3 4 5

6. When I praise this child, he/she beams with pride. 1 2 3 4 5

7. This child spontaneously shares information about himself/herself. 1 2 3 4 5

8. This child easily becomes angry with me. 1 2 3 4 5

9. It is easy to be in tune with what this child is feeling. 1 2 3 4 5

10. This child remains angry or is resistant after being disciplined. 1 2 3 4 5

11. Dealing with this child drains my energy. 1 2 3 4 5

12. When this child is in a bad mood, I know we’re in for a

long and difficult day. 1 2 3 4 5

13. This child’s feelings toward me can be unpredictable

or can change suddenly. 1 2 3 4 5

14. This child is sneaky or manipulative with me. 1 2 3 4 5

15. This child openly shares his/her feelings and experiences with me. 1 2 3 4 5

Section C – Behavior Problems Index (BPI)

Section D – Cooper Farran Behavioral Ratings Scale (CFBRS)

Section E – Academic Rating Scale (ARS)

Section 1: Language and Literacy

This Child…	CIRCLE ONE FOR EACH ITEM
	Not yet	Beginning	In progress	Intermediate	Proficient	Not applicable
Uses complex sentence structures – for example says “If she had brought her umbrella, she wouldn’t have gotten wet,” Or, “Yesterday it was raining cats and dogs,” or “Why can’t we go on the field trip at the same time as the first grade?”	1	2	3	4	5	N/A
Understands and interprets a story or other text read to him/her – for example, retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to his/her own life.	1	2	3	4	5	N/A
Easily and quickly names all upper and lower case letters of the alphabet	1	2	3	4	5	N/A
Produces rhyming words – for example says a word that rhymes with “chip” “shop” , “drink” or “light”	1	2	3	4	5	N/A
Predicts what will happen next in stories by using the pictures and storyline for clues.	1	2	3	4	5	N/A
Reads simple books independently – for example, reads books with a repetitive language pattern	1	2	3	4	5	N/A
Demonstrates early writing behaviors – for example, by using initial consonants to spell words “d” for the word “dog” or using letter names to represent sounds “r” for the word “are” or phonetic spelling “hrt” for the word “heart” to convey words and ideas.	1	2	3	4	5	N/A
Demonstrates an understanding of some of the conventions of print – for example, by using both upper and lower case letters when writing, or putting spaces between words, or using a period at the end of the sentence.	1	2	3	4	5	N/A
Uses the computer for a variety of purposes – for example, by drawing a pictures, or counting objects, or typing numbers, letters, or words	1	2	3	4	5	N/A

Section 2: General Knowledge

This Child…	CIRCLE ONE FOR EACH ITEM
	Not yet	Beginning	In progress	Intermediate	Proficient	Not applicable
Recognizes distinct differences in habits and living patterns between him/herself and other group of people he/she knows – for example, knowing that there are many different types of families, or knowing the different types of homes people live in, or the different types of foods that people eat	1	2	3	4	5	N/A
Understands what people do who have different kinds of jobs – for example, knowing that people use different tools, equipment, and machinery in their jobs (farmers, doctors, dentists, etc.) or that most jobs require special training	1	2	3	4	5	N/A
Uses his/her senses to explore and observe – for example, observing and noting the habits of classroom pets, or identifying environmental sounds, or describing the differences in clay before and after water is added.	1	2	3	4	5	N/A
Forms explanations based on observations and explorations – for example, by describing or drawing the conditions (water, soil, sun) that help a plant grown, or by explaining that a block will slide more quickly down a steeper slope.	1	2	3	4	5	N/A
Classifies and compares living and nonliving things in different ways – for example, classifying objects according to “things that are alive and not alive”, or “things that fly and things that crawl” or “plants and animals”	1	2	3	4	5	N/A

Section 3: Mathematical Knowledge

This Child…	CIRCLE ONE FOR EACH ITEM
	Not yet	Beginning	In progress	Intermediate	Proficient	Not applicable
Sorts, classifies and compares math materials by various rules and attributes – for example, creating a rule for sorting keys, such as “keys with numbers” in one pile and “keys without numbers” in another pile, or sorting shapes by several attributes such as “large plastic shapes” and “small wooden shapes”.	1	2	3	4	5	N/A
Orders a group of objects – for example, by ordering rods or sticks by length, or arranging plants paints from lightest to darkest, or musical instruments from softest to loudest	1	2	3	4	5	N/A
Shows an understanding of the relationship between quantities – for example, knowing that a group of ten small stones is the same quantity as a group of ten larger blocks.	1	2	3	4	5	N/A
Solves problems involving numbers using concrete objects – for example, “Vera has sic blocks, George has three, how many blocks are there in all?”, or “How many do I need to give George so he will have the same number of blocks as Vera?”	1	2	3	4	5	N/A
Demonstrates an understanding of graphing activities – for example, by adding a cube or coloring on a graph of “How we get to school” using yellow for “riding the bus,” white for “riding in a car” and blue for “walking”	1	2	3	4	5	N/A
Uses instruments accurately for measuring – for example, by using a balance scale to compare the weight of two objects, or using tablespoons and teaspoons during a cooking project, or using a measuring tape to measure the length of different objects.	1	2	3	4	5	N/A
Uses a variety of strategies to solve math problems – for example, using manipulative materials, looking for a pattern, or acting out a problem	1	2	3	4	5	N/A

Section F – Parent-Teacher Involvement Questionnaire (teacher version)

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