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pdfAppendix C.1
Teacher Questionnaire A
Teacher Questionnaire - A
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1650 Research Boulevard
Rockville, Maryland 20850
LABEL
Use a #2 pencil to complete this questionnaire.
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 control
number. The valid OMB control number for this information collection is 18500750. Approval expires 01/31/2009. The time required to complete this information
collection is estimated to average 30 minutes per response, including the time to
review instruction, search existing data resources, gather the data needed, and
complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate or suggestions for improving the
survey instrument, please write to: U.S. Department of Education, Washington,
D.C. 20202-4700. If you have comments or concerns regarding the status of your
individual response to this survey, write directly to: National Center for Education
Statistics, 1990 K Street, N.W., Washington, D.C. 20006-5650.
C-1
The collection of information in this survey is authorized by Public Law 107279 Education Sciences Reform Act of 2002, Title I, Part C, Sec. 151(b) and
Sec. 153(a). Participation is voluntary. You may skip questions you do not
wish to answer; however, we hope that you will answer as many questions
as you can. Your responses are protected from disclosure by federal statute
(PL 107-279, Title I, Part C, Sec. 183). All responses that relate to or describe
identifiable characteristics of individuals may be used only for statistical
purposes and may not be disclosed, or used, in identifiable form for any
other purpose, unless otherwise compelled by law. Data will be combined to
produce statistical reports. No individual data that links your name, address,
telephone number, or identification number with your responses will be
included in the statistical reports.
Note. The current item pool is comprised of items fielded in the Early Childhood Longitudinal Study,
Kindergarten Class of 1998-99 (ECLS-K) or in a few cases in the Early Childhood Longitudinal Study,
Birth Cohort, 2001 (ECLS-B). Items that are “new” (not fielded as part of the ECLS-K or ECLS-B) are
marked as “new”.
C-2
TEACHER QUESTIONNAIRE
PART A
C-3
SECTION A. CLASS TIME
Source: new
A1.
Which of the following describes the kindergarten class(es) you currently teach? CIRCLE ONE
NUMBER ON EACH LINE.
Full-day .........................................................................................
Morning half-day class...................................................................
Afternoon half-day class ................................................................
One class, some children stay for a full-day, some for a half-day .
A2.
No
2
2
2
2
Morning
class
Afternoon
class
Full-day
class
______
hrs/day
______
hrs/day
______
hrs/day
______
days/wk
______
days/wk
______
days/wk
How many hours per day does each of your classes
normally meet? WRITE THE NUMBER TO THE
NEAREST HALF HOUR, FOR EXAMPLE, 2.5, 3.5.
Number of hours/day .........................................
A3.
Yes
1
1
1
1
How many days per week does each of your classes
normally meet?
Number of days/week .......................................................
C-4
A4.
Morning
class
Afternoon
class
Full-day
class
Regular kindergarten class 1-year program;
traditional year of school primarily for 5 year olds
prior to first grade.......................................................
1
1
1
b.
1st year of a 2-year kindergarten program ............
2
2
2
c.
2nd year of a 2-year kindergarten program ...........
3
3
3
d.
Transitional (or readiness) kindergarten (extra
year of school for kindergarten-age eligible children
who are judged not ready for kindergarten) ..............
4
4
4
Transitional/pre-1st grade class (extra year of
school for children who have attended kindergarten
but have been judged not ready for first grade) ........
5
5
5
Ungraded class with at least some kindergartenaged children (a classroom containing
kindergarten-aged students, possibly in
combination with other ages, not formally identified
as a "kindergarten" class) .........................................
6
6
6
Multigrade class with at least some kindergartenaged children (a classroom containing kindergarten
and some combination of other grades – for
example a combination prekindergarten/kindergarten) ........................................
7
7
7
Special education class (a classroom containing
primarily children with disabilities ..............................
8
8
8
What type of kindergarten program(s) do you teach?
CIRCLE ONE FOR EACH CLASS YOU TEACH.
a.
e.
f.
g.
h.
A5. Do you currently teach a multigrade class?
Yes.......................................................... 1
No ........................................................... 2 (GO TO ____ )
C-5
IF MULTIGRADED CLASSES ARE TAUGHT, ANSWER QUESTION 4.
OTHERWISE, GO TO QUESTION 5.
A6.
What grade levels are included in each of the classes
that you teach? CIRCLE ALL THAT APPLY.
Morning
class
Afternoon
class
Full-day
class
a.
b.
Prekindergarten
Transitional (or readiness) kindergarten
1
2
1
2
1
2
c.
d.
e.
f.
g.
Regular kindergarten
Transitional/pre-1st grade
1st grade
2nd grade
3rd grade or higher
3
4
5
6
7
3
4
5
6
7
3
4
5
6
7
(First & second grade version)
A7. What grade levels are included in the class you teach?
a.
b.
Prekindergarten
Transitional (or readiness) kindergarten
1
2
1
2
1
2
c.
d.
e.
f.
g.
g.
g.
Regular kindergarten
Transitional/pre-1st grade
1st grade
2nd grade
3rd grade
4th grade
5th grade
3
4
5
6
7
8
9
3
4
5
6
7
8
9
3
4
5
6
7
8
9
C-6
(Kindergarten version)
A8. As of today's date, how many children in your
class(es) are at each of the following age levels?
a.
3 years old .................................................................
b.
4 years old .................................................................
c.
5 years old .................................................................
d.
6 years old .................................................................
e.
7 years old .................................................................
f.
8 years old .................................................................
g.
9 years old or older .....................................................
h.
Total class enrollment ..............................................
Morning
class
Afternoon
class
Full-day
class
______
3 yrs
______
4 yrs
______
5 yrs
______
6 yrs
______
7 yrs
______
8 yrs
______
9 yrs
______
total
______
3 yrs
______
4 yrs
______
5 yrs
______
6 yrs
______
7 yrs
______
8 yrs
______
9 yrs
______
total
______
3 yrs
______
4 yrs
______
5 yrs
______
6 yrs
______
7 yrs
______
8 yrs
______
9 yrs
______
total
(First & second grade version)
A9. As of today's date, how many children in your class are at each of the following age levels?
4 years old .................................... _____
5 years old .................................... _____
6 years old .................................... _____
7 years old .................................... _____
8 years old ................................... _____
9 years old ................................... _____
10 years old or older ..................... _____
Total class enrollment ................... _____
C-7
Morning
class
Afternoon
class
Full-day
class
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
total
______
total
______
total
______
boys
______
girls
______
boys
______
girls
______
boys
______
girls
Yes...............................................................................
1
1
1
No ................................................................................
2
2
2
A10. As of today's date, how many children in each of your
classes belong to each of the following racial-ethnic
groups? WRITE NUMBER ON LINE.
a.
Hispanic/Latino of any race........................................
b.
c.
American Indian or Alaska Native, not of Hispanic
origin ..........................................................................
Asian, not of Hispanic origin ......................................
d.
Black or African American, not of Hispanic origin ......
e.
f.
Native Hawaiian or Other Pacific Islander, not of
Hispanic origin ...........................................................
White, not of Hispanic origin ......................................
g.
Two or more races
Total class enrollment.....................................................
A11. As of today's date, how many boys and girls are there in
each of your classes?
Number of boys............................................................
Number of girls.............................................................
A12. Were children assigned to any of your classes on the
basis of their preschool experience?
C-8
Morning
class
Afternoon
class
Full-day
class
None
1
1
1
1-25%
2
2
2
26 - 50%
3
3
3
51 - 75%
4
4
4
76% or more ................................................................
5
5
5
______
______
______
A13. For what percent of children in your classroom did you
get records from their preschool or Head Start program
or communicate with their preschool or Head Start
teacher? CIRCLE ONE FOR EACH CLASS YOU
TEACH.
(Kindergarten version)
A14. How many of the children in each of your classes are
repeating kindergarten this year? IF NONE, WRITE "0."
Number of children repeating kindergarten..................
(First grade version)
A15.
How many of the children in each of your classes are repeating first grade this year?
_____
NUMBER
(Second grade version)
A16.
How many of the children in each of your classes are repeating second grade this year?
_____
NUMBER
A17. How many children:
Are currently enrolled in your class? (spring K only) ..................... _____
Have joined your class since the beginning of the school year? ... _____
Have left your class since the beginning of the school year? ........ _____
C-9
A18.
How many children in your class(es) have the following
characteristics?
a. Are classified as Gifted and Talented
Morning
class
Afternoon
class
Full-day
class
_____
_____
_____
b. Are participating in a Gifted and Talented program
_____
_____
_____
c.
Are below grade level in their reading skills
_____
_____
_____
d. Are below grade level in their mathematics skills
_____
_____
_____
e. Are tardy, on an average day
_____
_____
_____
f.
_____
_____
_____
_____
_____
_____
Are absent, on an average day
st
g. Attended kindergarten (1 grade questionnaire
only)
C-10
A19. How many of the children in each of your classes
demonstrated the following skills when they started school this
year? CIRCLE ONE FOR EACH CLASS YOU TEACH.
Morning
class
Afternoon
class
Full-day
class
a. Recognize letters
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
b. Read words
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
c. Read complete sentences
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
d. Recognize numbers to 20
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
e. Count to 20
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
e. Add or subtract two numbers
Less than ¼ of the children
¼ of the children
½ of the children
¾ of the children
More than ¾ of the children
C-11
A20. At this point in the school year, how would you rate the
behavior of the children in each of your classes?
CIRCLE ONE FOR EACH CLASS YOU TEACH.
A21.
A22.
Morning
class
Afternoon
class
Full-day
class
Group misbehaves very frequently and is almost
always difficult to handle .............................................
______
______
______
Group misbehaves frequently and is often difficult to
handle
....................................................................
______
______
______
Group misbehaves occasionally .................................
______
______
______
Group behaves well ....................................................
______
______
______
Group behaves exceptionally well ..............................
______
______
______
_____
_____
_____
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
How many children in your class(es) have a diagnosed
physical or psychological disability and need special
health or educational accommodations or services?
How many of these children have the following
diagnosed disabilities?
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
Speech or language impairments ...............................
Specific learning disabilities
Emotional disturbances
Mental retardation
Developmental delay
Vision impairments
Hearing impairments
Orthopedic impairments
Other health impairments
Autism
Traumatic brain injuries
Deaf-blindness
Multiple disabilities
Other (SPECIFY)
C-12
A23.
For how many of these children do the following
apply?
a. Are currently receiving special health or
educational services or accommodations for their
disabilities .............................................................
b. Have an Individualized Education Program (IEP)
for children with disabilities .................................
c. Have a Section 504 plan .....................................
d. Need more help than they are currently receiving.
Morning
class
Afternoon
class
Full-day
class
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Source: new
A24.
Are any languages other than English used in your classroom?
Yes.......................................................... 1
No ........................................................... 2 (skip to
C-13
)
Source: new
A25. How often is a non-English language used in each of your
classes in the following ways?
Morning
class
Afternoon
class
Full-day
class
b. For academic instruction in reading/literacy
Never
Less than half the time
About half the time
More than half the time
All the time
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
b. For academic instruction in mathematics
Never
Less than half the time
About half the time
More than half the time
All the time
c. For academic instruction in other subjects
Never
Less than half the time
About half the time
More than half the time
All the time
d. For instructional support (e.g., explaining
directions, etc.)
Never
Less than half the time
About half the time
More than half the time
All the time
e. For conversation
Never
Less than half the time
About half the time
More than half the time
All the time
C-14
A26.
What languages are used for academic instruction in
your class(es)? CIRCLE ALL THAT APPLY
English ...............................................................
Spanish ..............................................................
French.................................................................
Vietnamese ........................................................
A Chinese language ..........................................
Japanese ...........................................................
Korean ...............................................................
A Filipino language ............................................
Other language (SPECIFY) ________________
Morning
class
Afternoon
class
Full-day
class
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
A27. Do any of the children in your class(es) speak a
language other than English (aside from native English
speakers who are learning a foreign language) ?
Yes..............................................................................
No ...............................................................................
2
2
2
GO TO Q__
GO TO Q__
GO TO Q__
A28. Which languages other than English are spoken by the
children in each of your classes? CIRCLE ALL THAT
APPLY.
a.
Spanish .......................................................................
1
1
1
b.
Vietnamese .................................................................
2
2
2
c.
Chinese.......................................................................
3
3
3
d.
Japanese ....................................................................
4
4
4
e.
Korean ........................................................................
5
5
5
f.
A Filipino language .....................................................
6
6
6
g.
Another Asian language..............................................
7
7
7
h.
Other language (SPECIFY): .......................................
8
8
8
_______________________________________
C-15
Source: new
A29.
In which languages other than English are the books or other written materials in your class?
(CIRCLE ALL THAT APPLY)
None other than English ................................................................
Spanish..........................................................................................
French............................................................................................
Vietnamese....................................................................................
A Chinese language ......................................................................
Japanese .......................................................................................
Korean ...........................................................................................
A Filipino language ........................................................................
Other language (SPECIFY) _____________________________
1
2
3
4
5
6
7
8
9
Morning
class
Afternoon
class
Full-day
class
1
2
1
2
1
2
GO TO Q__
GO TO Q__
GO TO Q__
Morning
class
Afternoon
class
Full-day
class
______
______
______
Receive no ELL instruction in the school ....................
______
______
______
Receive ELL instruction within the regular class.........
______
______
______
Receive ELL instruction outside the regular class ......
______
______
______
A30. Do you have any children who are English language
learners in your class(es)? (English language learners
are children whose native language is other than English
and whose skills in listening, speaking, reading, or
writing English are such that they have difficulty
understanding school instruction in English.)
Yes..............................................................................
No ...............................................................................
A31.
A31a
A32.
How many English language learners (ELL) do you
have in each of your classes?
Number of ELL children .............................................
If you have services in your classroom for English
Language Learners, would you say these services are
primarily (CIRCLE ONE):
a) English as a Second Language (ELL) ............ 1
b) Bilingual education ......................................... 2
c) Dual-language program (also called two-way
immersion (TWI))........................................... 3
How many of the ELL children in each of your classes
receive instruction designed to teach listening,
speaking, reading, and writing English language skills
to children with limited English proficiency in the
following ways? WRITE NUMBER ON LINE.
C-16
Source: New item written from IES guidelines for effective ELL instructional strategies.
A33.
a
b
c
d
How often do ELL children in this class do each of the following activities (in your classroom or in
a pull-out program)?
1-2 times
a week
3-4
times
a
week
Daily
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Once a
month or
less
2-3 times
a month
1
Take assessments to monitor their
English language acquisition .......................
Take assessments to assess their
progress in English reading and literacy
skills.............................................................
Work in small groups of ELL children or
individually on intensive English reading
and literacy skills .........................................
Work in a structured peer-assisted setting
(ELL child is paired with a non-ELL child) ...
C-17
A34.
Which languages other than English are spoken by
you and any other teacher or aide to the ELL children
in each of your classes for instructional support or
conversation? CIRCLE ALL THAT APPLY.
a.
No language other than English..................................
Morning
class
1
Afternoon
class
1
Full-day
class
1
b.
Spanish .......................................................................
2
2
2
c.
Vietnamese .................................................................
3
3
3
d.
Chinese.......................................................................
4
4
4
e.
Japanese ....................................................................
5
5
5
f.
Korean ........................................................................
6
6
6
g.
A Filipino language .....................................................
7
7
7
h.
Another Asian language..............................................
8
8
8
i.
Other language (SPECIFY): .......................................
9
9
9
1 - 15 minutes .............................................................
1
1
1
16 - 30 minutes ...........................................................
2
2
2
31 - 60 minutes ...........................................................
3
3
3
More than 60 minutes .................................................
4
4
4
_______________________________________
A35. How much time per day do you and any other teacher or
aide speak any non-English language in each of your
classes? CIRCLE ONE FOR EACH CLASS YOU
TEACH.
A36.
Date questionnaire completed: _____/_____/_____
MM DD
YY
OMB No. xxxx-xxxx
App. Exp.: xx/xx/xx
C-18
TEACHER QUESTIONNAIRE
PART B
C-19
SECTION A. CLASS ORGANIZATION AND RESOURCES
A1.
In a typical day, how much time does a child in your class spend in the following activities?
CIRCLE ONE NUMBER ON EACH LINE. DO NOT INCLUDE LUNCH OR RECESS BREAKS.
a.
b.
c.
d.
A2.
No
Time
Half
Hour or
Less
About
one hour
About
two
hours
About
three
hours
Four
hours
or more
Teacher-directed whole
class activities?
1
2
3
4
5
6
Teacher-directed small
group activities?
1
2
3
4
5
6
Teacher-directed
individual activities?
1
2
3
4
5
6
1
2
3
4
5
6
Child-selected activities?
Of the following three potential objectives, which is most important (rank=1) to you in your
teaching of kindergarten, which is the least important (rank=3), and which is in the middle
(rank=2)? (CIRCLE ONE NUMBER ON EACH ROW)
a) Helping students become academically focused....................... 1 2 3
b) Helping students become socially adjusted............................... 1 2 3
c) Helping students become adjusted to school ............................ 1 2 3
C-20
A2.
How often AND how much time does the typical child in your class(es) usually work on lessons
or projects in the following general subject areas, whether as a whole class, in small groups, or in
individualized arrangements?
How Often
Never
Less
than
once a
week
1 day a
week
2 days a
week
3 days a
week
4 days a
week
5 days a
week
Reading and language
arts
1
2
3
4
5
6
7
Mathematics
1
2
3
4
5
6
7
Social studies
1
2
3
4
5
6
7
Science
1
2
3
4
5
6
7
Music
1
2
3
4
5
6
7
Art
1
2
3
4
5
6
7
Physical education
1
2
3
4
5
6
7
Dance/creative
movement
1
2
3
4
5
6
7
Theater/creative
dramatics
1
2
3
4
5
6
7
Foreign language
1
2
3
4
5
6
7
Less
than ½
hour a
day
How Much Time Per Day (on the days this is done)
2½
½ hour
1 to ½
1 ½ to 2
2 to 2 ½
hours to
to 1 hour
hours
hours
hours a
3 hours
a day
per day
per day
day
a day
More
than 3
hours a
day
Reading and language
arts
1
2
3
4
5
6
7
Mathematics
1
2
3
4
5
6
7
Social studies
1
2
3
4
5
6
7
Science
1
2
3
4
5
6
7
Music
1
2
3
4
5
6
7
Art
1
2
3
4
5
6
7
Physical education
1
2
3
4
5
6
7
Dance/creative
movement
1
2
3
4
5
6
7
Theater/creative
dramatics
1
2
3
4
5
6
7
Foreign language
1
2
3
4
5
6
7
C-21
A3.
Do you typically integrate two or more curriculum areas around common or unifying themes (e.g.,
using math and science concepts in the same unit of study or using arts and social studies in the
same unit of study)? CIRCLE ONE NUMBER.
Often ....................................................... 1
Occasionally ........................................... 2
Rarely or Never…………………………… 3
(potential replacement for item above)
A4.
To what extent do you integrate curriculum areas around common or unifying themes? (e.g.,
using math and science concepts in the same unit of study or using arts and social studies in the same
unit of study)? CIRCLE ONE NUMBER.
Never .................................................... 1
Occasionally .......................................... 2
Usually .................................................. 3
All the time............................................. 4
A5. How often do you divide your class(es) into ability groups for reading and math activities or lessons?
CIRCLE ONE NUMBER ON EACH LINE.
Never
Less than
one day a
week
One
daya
week
Two days
a week
Three
days a
week
Four
days a
week
Five
days a
week
a.
Reading...........................
1
2
3
4
5
6
7
b.
Math ................................
1
2
3
4
5
6
7
A6.
On days when you use achievement grouping, approximately or on average, how many groups
do you have and how many minutes per day are your class(es) usually divided into achievement
groups for reading and math activities or lessons? WRITE NUMBERS ON LINES BELOW, AND
CIRCLE ONE NUMBER ON EACH LINE. IF YOU DO NOT USE ACHIEVEMENT GROUPING IN
THE SUBJECT LISTED, PLEASE WRITE "0" ON THE LINE AND SKIP TO THE NEXT
QUESTION.
Number of
achievement
groups
1-15
minutes/
day
16-30
minutes/
day
31-60
minutes/
day
More than
60 minutes/
day
a.
Reading.....................
_________
1
2
3
4
b.
Math ..........................
_________
1
2
3
4
C-22
A7.
A8.
Since the beginning of January, how many children in this class have moved to a different (higher
or lower) ability reading group?
1 or 2
3 to 5
6 to 10
11 or
more
a. Moved to a lower group
1
2
3
4
5
b. Moved to a higher group
1
2
3
4
5
c. Moved both lower and higher
1
2
3
4
5
How often do children in your class(es) who need more help with reading receive the following
kinds of services while at school? CIRCLE ONE NUMBER ON EACH LINE AND WRITE IN THE
AVERAGE NUMBER OF MINUTES PER SESSION, NOT COUNTING TIME SPENT MOVING
BETWEEN CLASS AND THE SERVICE.
a.
b.
c.
d.
e.
A9.
None
Never
Less than
once a
week
Once or
twice a
week
Three or
four times
a week
Daily
Extra individual
assistance from you ........
1
2
3
4
5
Individual tutoring from
an aide or volunteer.........
1
2
3
4
5
Individual tutoring by a
specialist..........................
1
2
3
4
5
Pull-out instruction in
small groups ....................
1
2
3
4
5
1
2
3
4
5
Other (SPECIFY)
___________________
___________________
Minutes
per
session
How often do the children in your class(es) do the following activities? CIRCLE ONE NUMBER
ON EACH LINE.
a.
b.
No library or
media center
in this school
Once a
month
or less
Two or
three times
a month
Once or
twice a
week
Three or
four times
a week
Daily
Go to the school library
or media center..................
0
1
2
3
4
5
Borrow materials from
the library or media
center.................................
0
1
2
3
4
5
C-23
A10.
How many days a week do children have recess? WRITE NUMBER ON LINE.
_________ Days
A11.
Between the school day starting time and the dismissal time, how many times a day do children
have recess? CIRCLE ONE NUMBER.
Once .............................................................................................. 1
Twice ............................................................................................. 2
Three or more times ...................................................................... 3
A12.
A13.
In a typical day, how much time does your class spend in the following activities? CIRCLE ONE
NUMBER ON EACH LINE.
1-15
minutes
16-30
minutes
31-45
minutes
Longer
than 45
minutes
a.
Lunch ................................................
1
2
3
4
b.
Recess..............................................
1
2
3
4
How many paid aides assist you in any of your classes? RECORD NUMBER ON LINE. IF 0, GO
TO QUESTION __.
__________________ NUMBER
A14.
How many hours a week do different types of paid aides usually assist in your class(es) in the
following ways? WRITE THE NUMBER OF HOURS IN THE APPROPRIATE BOXES BELOW.
a.
b.
Regular
aides
Special
Education
aides
ELL or
Bilingual
Education
aides
Working directly with children on instructional
_______
tasks........................................................................ hrsweek
_______
hrs/ week
_______
hrs/ week
Doing non-instructional work (e.g., photocopying,
_______
preparing materials, etc.) ........................................
hrs/day
_______
hrs/day
_______
hrs/day
C-24
PLEASE RESPOND TO QUESTIONS 15 THROUGH 19 FOR THE AIDE WHO SPENDS THE MOST
TIME IN EACH OF YOUR CLASS(ES).
A15.
What is the highest level of education completed by your
aide(s)? CIRCLE THE HIGHEST LEVEL COMPLETED
FOR EACH CLASS.
High school diploma or GED ...................................................
AA in early childhood education ..............................................
BA or BS in elementary education...........................................
Working on a bachelor’s degree ..............................................
Don’t Know ..............................................................................
Other (SPECIFY) .....................................................................
_______________________________________________
A18.
Full-day
class
1
2
1
2
1
2
1
2
3
4
1
2
3
4
1
2
3
4
Morning
class
1
2
3
4
5
6
Afternoon
class
1
2
3
4
5
6
Full-day
class
1
2
3
4
5
6
How well does the aide speak English? CIRCLE ONE
FOR EACH CLASS.
Not at all well ...........................................................................
Not well ....................................................................................
Well..........................................................................................
Very well ..................................................................................
A17.
Afternoon
class
Is the aide's first language English? CIRCLE ONE FOR
EACH CLASS.
Yes...........................................................................................
No ............................................................................................
A16.
Morning
class
Which certifications does your aide have? CIRCLE THE HIGHEST LEVEL COMPLETED.
Elementary Education....................................................................
Early Childhood Education ............................................................
Currently working on a teaching credential....................................
Don’t Know ....................................................................................
Other (SPECIFY) ...........................................................................
C-25
1
2
3
4
5
ALTERNATE item for #25 above
A19. Does your aide have any of the following certifications?
a.Early childhood education ..........................................................
b. Elementary education ...............................................................
c. Currently working on a teaching credential................................
A20.
Yes
1
1
1
No
2
2
2
Don’t
know
3
3
3
In a typical week, about how many total hours do volunteer(s) assist with your class?
________
NUMBER
A21.
How many hours a week do volunteers usually assist in your class in the following ways?
a.
b.
HOURS
Working directly with children on instructional tasks ............. _____
Doing non-instructional work
(e.g., photocopying, preparing materials, etc.) ...................... _____
New Item
Source: NAEP
A22.
Which of the following statements is true about how well your school system provides you with
the instructional materials and other resources you need to teach your class in the following
subject areas:
a. Reading?
b. Math?
c. Science?
I get all the
resources I need.
I get most of the
resources I need.
I get some of the
resources I need.
I don't get
any of the
resources I need.
1
1
1
2
2
2
3
3
3
4
4
4
C-26
A23.
In general, how adequate is each of the following for your class(es)? CIRCLE ONE NUMBER ON
EACH LINE.
I don’t use
these at this
grade level
Never
adequate
Often not
adequate
Sometimes
not
adequate
Always
adequate
a.
Textbooks ................................
1
2
3
4
5
b.
Tradebooks..............................
1
2
3
4
5
d.
Basal reader books
e.
Workbooks and practice
sheets (first grade only) ...........
1
2
3
4
5
Manipulatives (e.g., blocks,
puzzles) ...................................
1
2
3
4
5
Audiovisual equipment
(e.g., DVD player)...................
1
2
3
4
5
h.
DVDs, videotapes, or films .....
1
2
3
4
5
i.
Computer equipment ...............
1
2
3
4
5
j.
Computer software ..................
1
2
3
4
5
k.
Paper and pencils....................
1
2
3
4
5
l.
Ditto or photocopier
equipment................................
1
2
3
4
5
m.
Art materials, paints, clays.......
1
2
3
4
5
n.
Musical instruments.................
1
2
3
4
5
o.
Musical recordings...................
1
2
3
4
5
p.
Materials for teaching ELL
children ....................................
1
2
3
4
5
Materials for teaching
children with disabilities ...........
1
2
3
4
5
r.
Heat and air-conditioning.........
1
2
3
4
5
s.
Classroom space.....................
1
2
3
4
5
f.
g.
q.
C-27
A24. How often do your children use the following materials or resources in your class? CIRCLE ONE
NUMBER ON EACH LINE.
Not
available
Never
Once a
month or
less
Two or
three
times a
month
Three
or four
times a
month
Daily
a.
Art materials ....................
0
1
2
3
4
5
b.
Musical instruments.........
0
1
2
3
4
5
c.
Costumes for creative
dramatics/theater.............
0
1
2
3
4
5
Cooking or food related
items ................................
0
1
2
3
4
5
e.
DVD player or VCR .........
0
1
2
3
4
5
f.
TV for watching
broadcast programs.........
0
1
2
3
4
5
Record, tape, or CD
player...............................
0
1
2
3
4
5
Science equipment
(e.g., magnifying glass,
scales, thermometers) .....
0
1
2
3
4
5
d.
g.
h.
C-28
A25.
Does your classroom have the following interest areas or centers for activities? CIRCLE ONE
NUMBER ON EACH LINE. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL
CLASSES WHEN MARKING YOUR RESPONSES.
Yes
No
a.
Reading area with books .......................................................
1
2
b.
Listening center .....................................................................
1
2
c.
Writing center or area ............................................................
1
2
e.
Math area with manipulatives ................................................
1
2
f.
Area for playing with puzzles and blocks (Legos, etc.) .........
1
2
g.
Water or sand table ...............................................................
1
2
h.
Computer area .......................................................................
1
2
i.
Science or nature area with manipulatives ............................
1
2
j.
Dramatic play area or corner .................................................
1
2
k.
Art area ..................................................................................
1
2
C-29
SECTION B. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS
Do you have ELL students in your classroom?
Yes…….1 (Please respond to both sets of items in this section about Reading and Language Arts
Instruction. The first set is about instruction for your non-ELL students; and the second set of
items is about instruction for your ELL students)
No…….2 (Please respond to the first set of items in this section about Reading and Language Arts
Instruction and skip the second set of items (which are specifically for teachers of ELL students)
READING AND LANGUAGE ARTS INSTRUCTION FOR STUDENTS WHO ARE NOT ENGLISH
LANGUAGE LEARNERS (ELL)
READING AND LANGUAGE ARTS INSTRUCTION FOR STUDENTS WHO ARE ENGLISH
LANGUAGE LEARNERS (ELL)
[NOTE: if you do not have ELL students in your class, skip to Section C.]
B1.
If you use a specific reading series or program for reading instruction, please write its name on
the line below.
___________________________________________________
SERIES OR PROGRAM NAME
Check the box if you do not use a specific reading series or program
New item
Source: NAEP.7-11
B2.
How often do you use the following resources to teach reading in this class?
a. Basal reading series ........................
b. Children’s newspapers and/or
magazines .......................................
c. Reading kits.....................................
d. Computer software for reading
instruction ........................................
e. A variety of trade books (e.g.,
novels, collections of poetry,
nonfiction) ........................................
f. Materials from other subjects (e.g.,
science, social studies)....................
Almost
Every Day
1
1
Once or
Twice a
Week
2
2
Once or
Twice a
Month
3
3
Never or
Hardly Ever
4
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
C-30
B3. How often do children in this class do each of the following READING and LANGUAGE ARTS
activities? CIRCLE ONE NUMBER ON EACH LINE.
Dictate stories to a teacher, aide, or
volunteer .................................................
b. Work on phonics .....................................
c. Listen to you read stories where they
see the print (e.g., Big Books) ................
d. Listen to you read stories but they don't
see the print ............................................
e. Retell stories ...........................................
f.
Read aloud .............................................
g. Read from basal reading texts ................
h. Read silently ...........................................
i.
Work in a reading workbook or on a
worksheet ...............................................
j.
Write words from dictation, to improve
spelling ....................................................
k. Write with encouragement to use
invented spellings, if needed ..................
l.
Read books they have chosen for
themselves ..............................................
m. Compose and write stories or reports .....
n. Do an activity or project related to a
book or story ...........................................
o. Publish their own writing .........................
p. Perform plays and skits ..........................
q. Write stories in a journal .........................
r.
See/hear stories from story tellers or
other artists ..............................................
s. Work in mixed-achievement groups on
language arts activities ............................
t.
Peer tutoring ............................................
u. Read text with controlled vocabulary
v. Read text with strong phonetic patterns ..
w. Read text with patterned or predictable
text ...........................................................
x. Read thematic or literature based text
(Grades 1, 2)............................................
y. Work on projects in small groups for
language arts activities (Grades 1,2) .......
z. Work on long term projects (at least a
week long) for language arts activities
(Grades 1,2).............................................
aa. Talk with each other about what they
have read (Grade 2) ................................
bb. Write about something they have read
(Grade 2) .................................................
Never
Once a
month
or less
Two or
three times
a month
Once or
twice a
week
Three or
four times
a week
Daily
1
1
2
2
3
3
4
4
5
5
6
6
1
2
3
4
5
6
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
1
2
2
3
3
4
4
5
5
6
6
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
1
2
3
4
5
6
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
a.
C-31
B4.
For this school year as a whole, please indicate how each of the following READING and
LANGUAGE ARTS skills is taught in your class(es)? CIRCLE ONE NUMBER ON EACH LINE.
Not Taught
Taught
Taught at
a higher
grade
level
Children
should
already
know
One a
month
or less
2-3
times a
month
1-2
times
a week
3-4
times
a week
Daily
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
Vocabulary...................................
1
2
3
4
5
6
7
r.
Alphabetizing ...............................
1
2
3
4
5
6
7
s.
Reading aloud fluently .................
1
2
3
4
5
6
7
t
Reading for literary experience
(e.g., stories, poetry, science
fiction, folktales) (Grade 2)...........
1
2
3
4
5
6
7
a.
b.
c.
C2
d.
e.
E2
E3
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
Conventions of print (left to right
orientation, book holding) ..............
Alphabet and letter recognition ......
Matching letters to sounds .............
Writing letters of the alphabet
Writing own name (first and last) ...
Rhyming words and word families .
Blending separate sounds of a
word to say the word (e.g., “/c/ /a/
/t/ - cat”) ..........................................
Verbally manipulating syllables
within a word (e.g., what is cowboy
without cow?)..................................
Reading multi-syllable words, like
adventure .......................................
Common prepositions such as
over and under, up and down ........
Identifying the main idea and parts
of a story ........................................
Making predictions based on text ..
Using context cues for
comprehension ..............................
Communicating complete ideas
orally ..............................................
Remembering and following
directions that include a series of
actions ...........................................
Using capitalization and
punctuation ....................................
Composing and writing complete
sentences ......................................
Composing and writing stories with
an understandable beginning,
middle, and end .............................
Conventional spelling .....................
C-32
Not Taught
u
v
w
x
Taught
Taught at
a higher
grade
level
Children
should
already
know
One a
month
or less
2-3
times a
month
1-2
times
a week
3-4
times
a week
Daily
Reading to gain information
(e.g., science articles, historical
sources, textbook chapters,
essays) (Grade 2) ........................
1
2
3
4
5
6
7
Reading to perform a task
(e.g., documents, forms,
directions) (Grade 2)....................
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
Narrative writing (e.g., stories,
personal essays) (Grade 2) ..............
Informative writing (e.g., (Grade 2)
C-33
SECTION C. MATHEMATICS INSTRUCTION
C1.
If you use a specific mathematics series or program for mathematics instruction, please write its
name on the line below.
___________________________________________________
SERIES OR PROGRAM
Check the box if you do not use a specific mathematics series or program.
C2.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r
s
t
u
v
How often do children in this class do each of the following MATH activities? CIRCLE ONE
NUMBER ON EACH LINE.
Count out loud ..........................................
Work with geometric manipulatives ...........
Work with counting manipulatives to learn
basic operations ........................................
Play math-related games...........................
Use a calculator for math...........................
Use music to understand math concepts ..
Use creative movement or creative drama
to understand math concepts ...................
Work with rulers, measuring cups,
spoons, or other measuring instruments ...
Explain how a math problem is solved ......
Engage in calendar-related activities.........
Do math worksheets .................................
Do math problems from their textbooks ....
Complete math problems on the
chalkboard ................................................
Solve math problems in small groups or
with a partner .............................................
Work on math problems that reflect reallife situations .............................................
Work in mixed achievement groups on
math activities ............................................
Peer tutoring .............................................
Use a number line to understand number
concepts
Do worksheet or workbook page
emphasizing routine practice or drill
(Grades 1 and 2)
Solve mathematics problems from their
textbooks (Grade 2) ......................
Solve mathematics problems on
worksheets (Grade 2) ...................
Solve mathematics problems in small
groups or with a partner (Grade 2)
Once or
twice a
week
4
4
Three
or
four
times
a
week
5
5
Dail
y
6
6
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
2
3
4
5
6
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
1
2
2
3
3
4
4
5
5
6
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
Never
1
1
Once
a
mont
h or
less
2
2
Two or
three
times a
month
3
3
1
1
1
1
2
2
2
2
1
C-34
C3. For this school year as a whole, please indicate how each of the following MATH skills is taught in
your class(es)? CIRCLE ONE NUMBER ON EACH LINE.
Not Taught
Taught
Childre
at a
n
higher
should
grade
already
level
know
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
z.
aa.
bb.
Correspondence between
number and quantity ...................
Writing all numbers between
1 and 10 .....................................
Counting by 2s, 5s, and 10s ......
Counting beyond 100 .................
Writing all numbers between
1 and 100....................................
Recognizing and naming
geometric shapes ......................
Identifying relative quantity
(e.g., equal, most, less, more)
....................................................
Sorting objects into
subgroups according to a rule
....................................................
Ordering objects by size or
other properties ..........................
Making, copying, or extending
patterns.......................................
Recognizing the value of
coins and currency .....................
Adding single-digit numbers .......
Subtracting single-digit
numbers......................................
Place value ................................
Reading two-digit numbers .........
Reading three-digit numbers ......
Mixed operations (e.g., 4+32=5) ...........................................
Reading simple graphs ...............
Performing simple data
collection and graphing...............
Fractions (e.g., recognizing
that ¼ of a circle is colored)........
Ordinal numbers (e.g., first,
second, third) ..............................
Using measuring instruments
accurately ...................................
Telling time ................................
Estimating quantities ..................
Adding two-digit numbers ...........
Carrying numbers in addition......
Subtracting two-digit numbers
without regrouping ......................
Estimating probability..................
Taught
One a
month
or less
2-3
times
a
mont
h
1-2
times
a
week
3-4
times
a
week
Dail
y
1
2
3
4
5
6
7
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
7
7
7
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
7
7
7
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
C-35
Not Taught
Taught
Childre
at a
n
higher
should
grade
already
level
know
cc.
dd
ee
ff
gg
Writing math equations to solve
word problems ............................
Solving problems for which
there are several appropriate
methods or solutions (Grades
1, 2)
Understanding place values
with whole numbers (Grades 1
and 2) .........................................
Reading, writing, and
comparing fractions (Grade 2) ....
Making reasonable estimates
of quantities (Grades 1 and 2) ....
Taught
One a
month
or less
2-3
times
a
mont
h
1-2
times
a
week
3-4
times
a
week
Dail
y
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
C4. How often do children in your class(es) use computers for the following purposes? CIRCLE ONE
NUMBER ON EACH LINE.
Three
Two or Once
or
three
or
four
Once a
times
twice times
month
a
a
a
Dail
Never or less month
week
week
y
a.
To learn reading, writing, or spelling
1
2
3
4
5
6
b.
To learn math...........................
1
2
3
4
5
6
c.
To learn social studies concepts
1
2
3
4
5
6
d.
To learn science concepts ......
1
2
3
4
5
6
e.
To learn keyboarding skills ......
1
2
3
4
5
6
f.
To create art or music..............
1
2
3
4
5
6
h.
For enjoyment (e.g., games)....
1
2
3
4
5
6
i.
To access information (e.g., to connect to
Internet or local network) .........
1
2
3
4
5
6
New item
Source: NAEP.13
C5.
Which best describes the availability of computers for use in your class?
Not available ..................................................................................
Available in a lab or library, but difficult to access .........................
Readily available in a lab or library ................................................
One computer available in the classroom......................................
Several computers available in the classroom ..............................
C-36
1
2
3
4
5
SECTION D. SCIENCE AND SOCIAL STUDIES INSTRUCTION
SCIENCE INSTRUCTION
D1.
If you use a specific series or program for science instruction, please write its name on the line
below.
___________________________________________________
SERIES OR PROGRAM NAME
Check the box if you do not use a specific science series or program
D1.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w
For this school year as a whole, please indicate how each of the following SCIENCE or SOCIAL
STUDIES topics or skills is taught in your class(es)? CIRCLE ONE NUMBER ON EACH LINE.
Human body ...........................
Plants and animals ..................
Dinosaurs and fossils ..............
Solar system and space .........
Weather (e.g., rainy, sunny) ....
Understand and measure
temperature ............................
Water ......................................
Sound .....................................
Light .........................................
Magnetism and electricity ........
Machines and motors .............
Tools and their uses ...............
Health, safety, nutrition, and
personal hygiene ....................
Important figures and events in
American history .....................
Community resources (e.g.,
grocery store, police) ..............
Map-reading skills....................
Different cultures .....................
Reasons for rules, laws, and
government..............................
Ecology ....................................
Geography ...............................
Scientific method ....................
Social-problem solving ............
Hands on activities or
investigations in science
Not Taught
Childre
Taught at
n
a higher should
grade
already
level
know
1
2
1
2
1
2
1
2
1
2
Taught
One a
mont
h or
less
3
3
3
3
3
2-3
times
a
month
4
4
4
4
4
1-2
times
a
week
5
5
5
5
5
3-4
times
a
week
6
6
6
6
6
Dail
y
7
7
7
7
7
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
6
6
6
6
6
6
6
7
7
7
7
7
7
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
7
7
7
7
7
1
2
3
4
5
6
7
C-37
x
y
z
aa
bb
cc
Not Taught
Childre
Taught at
n
a higher should
grade
already
level
know
Laboratory skills or techniques
1
2
Communicating ideas in science
1
2
Relevance of science to society
1
2
Community service
1
2
Student government
1
2
Current events in the news
1
2
Taught
One a
mont
h or
less
3
3
3
3
3
3
2-3
times
a
month
4
4
4
4
4
4
1-2
times
a
week
5
5
5
5
5
5
3-4
times
a
week
6
6
6
6
6
6
Dail
y
7
7
7
7
7
7
New item
D2.
How many days per week do you assign homework in
a.
b.
D3.
Reading and language arts?.................................................. _____
Math? ..................................................................................... _____
On days when homework is assigned, how much time do you expect children to spend on
homework in the following areas? CIRCLE ONE NUMBER ON EACH LINE.
None
10 min.
20 min.
30
min.
More
than
30
min.
a.
Reading and language arts?.......................
1
2
3
4
5
b.
Math?.........................................................
1
2
3
4
5
C-38
SECTION E. PARENT INVOLVEMENT
E1.
How many regularly scheduled conferences do you have with a parent or guardian of each child
in your class(es) during the school year? CIRCLE ONE NUMBER.
No conferences..............................................................................
One conference .............................................................................
Two conferences ...........................................................................
Three or more conferences ...........................................................
E2.
1
2
3
4
What percent of children in your class(es) have parents who participate in the following activities?
CIRCLE ONE NUMBER ON EACH LINE.
None
1-25%
26-50%
51-75%
76% or
more
a.
Attend teacher-parent conferences .....
1
2
3
4
5
b.
Volunteer regularly to help in your
classroom or another part of the
school ..................................................
1
2
3
4
5
c.
Attend open houses or parties.............
1
2
3
4
5
d.
Attend art/music events or
demonstration ......................................
1
2
3
4
5
E3.
In a typical week, about how many total hours do volunteer(s) assist with your class(es)? IF
THERE ARE TWO OR MORE VOLUNTEERS, PLEASE ADD UP THEIR WEEKLY HOURS.
WRITE NUMBER ON LINE.
Morning
class
Total number of hours per week .............................................. _______
C-39
Afternoon
class
Full-day
class
_______
_______
E4.
During this school year, how many times have you done the following? CIRCLE ONE NUMBER
ON EACH LINE.
a.
b.
Never
One
to
two
times
Three
to five
times
Six to
ten
times
10-14
times
15 or
more
times
Sent home letters, newsletters,
or other notices addressed to
all parents................................
1
2
3
4
5
6
Shared portfolios or other
collections of children's work
for parents to see ....................
1
2
3
4
5
6
New item
Source: SASS revised
E5.
Do you use the following to communicate with parents?
a.
b.
c.
E-mail or list-serve to send out group updates or
information .............................................................................
E-mail to address individual questions or concerns...............
Telephone ..............................................................................
C-40
Yes
No
1
1
1
2
2
2
SECTION F. EVALUATION AND GRADING PRACTICES
F1.
How important is each of the following in evaluating the children in your class(es)? CIRCLE ONE
NUMBER ON EACH LINE.
Not
Somewhat
important important
Very
important
Extremely
important
Not
applicable
a.
Individual child's achievement
relative to the rest of the class ............... 1 ................ 2 ................ 3 ................. 4 ................... 5
b.
Individual child's achievement
relative to local, state, or
professional standards........................... 1 ................ 2 ................ 3 ................. 4 ................... 5
c.
Individual improvement or
progress over past performance............ 1 ................ 2 ................ 3 ................. 4 ................... 5
d.
Effort ...................................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
e.
Class participation ................................. 1 ................ 2 ................ 3 ................. 4 ................... 5
f.
Daily attendance .................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
g.
Classroom behavior or conduct ............. 1 ................ 2 ................ 3 ................. 4 ................... 5
h.
Cooperativeness with other
children .................................................. 1 ................ 2 ................ 3 ................. 4 ................... 5
i.
Ability to follow directions....................... 1 ................ 2 ................ 3 ................. 4 ................... 5
F2.
Which of the following best describes your evaluation and grading practices for different types of
children? CIRCLE ONLY ONE NUMBER.
I hold the same standards for most children, but I make exceptions for
children with special needs (for example, children with disabilities, children
with limited English proficiency)................................................................................... 1
I hold different standards for different children based on what I think they
are capable of.............................................................................................................. 2
I hold the same standards for everyone in my class ................................................... 3
C-41
F3.
How often do you use the following to assess your children?
Never
One or
two times
a year
One or
two
times a
month
One or
two times
a week
Three
or more
times a
week
a.
State or local standardized tests
1
2
3
4
5
b.
Commercially-produced tests
1
2
3
4
5
c.
Teacher-made tests or quizzes
1
2
3
4
5
d.
Individual or group projects
1
2
3
4
5
e.
Tests from textbook series (e.g.,
end-of-unit or chapter)
1
2
3
4
5
f.
Worksheets
1
2
3
4
5
g.
Work samples
1
2
3
4
5
C-42
SECTION G. SCHOOL AND STAFF ACTIVITIES
G1.
How often have you participated in the following school-related activities since the beginning of
the year? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
Never
Once a
month
or less
Two or
three
times a
month
Once
or
twice a
week
Three or
four
times a
week
Daily
Meeting with other
teachers to discuss lesson
planning...............................
1
2
3
4
5
6
Meeting with other
teachers to discuss
curriculum development ......
1
2
3
4
5
6
Meeting with other
teachers or specialists to
discuss individual children...
1
2
3
4
5
6
Meeting with the special
education teacher or
service providers to
discuss and plan for the
children with disabilities in
my class(es) .......................
1
2
3
4
5
6
G2. In which of the following staff development and training activities have you participated during the
current academic year? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
f.
g.
h.
Workshops involving study groups or small-group problem
solving ...................................................................................
Direct instruction from an outside consultant on a specific
topic ......................................................................................
Peer observation and feedback ............................................
Visits to, or observations of, other schools ...........................
Release time for attending professional conferences ...........
Enrollment in college or university courses related to your
profession ..............................................................................
Professional development via distance learning (webbased, etc.)
Workshops on using computers and technology in the
classroom ..............................................................................
C-43
Yes
No
1
2
1
1
1
1
2
2
2
2
1
2
1
2
G3.
How many hours do you have designated as paid preparation periods per week? CIRCLE ONLY
ONE NUMBER.
2 hours or less per week ............................................................................................. 1
More than 2 hours but less than 5 per week ............................................................... 2
5 to 9 hours per week .................................................................................................. 3
10 to 14 hours per week .............................................................................................. 4
15 or more hours per week ......................................................................................... 5
G4.
Other than time spent during the work day, how many hours a week on average do you spend
preparing for the class(es) you teach – for example, preparing lesson plans, grading papers?
CIRCLE ONLY ONE NUMBER.
2 hours or less per week ............................................................................................. 1
More than 2 hours but less than 5 per week ............................................................... 2
5 to 9 hours per week .................................................................................................. 3
10 to 14 hours per week .............................................................................................. 4
15 or more hours per week ......................................................................................... 5
G5.
In some schools, special efforts are made to make the transition into kindergarten less difficult for
children. Are any of the following done in your school? CIRCLE ONE NUMBER ON EACH LINE.
Yes
No
a. I (or someone at the school) phone or send home
information about the kindergarten program to parents..............................
1
2
b. Preschoolers spend some time in the kindergarten classroom ..................
1
2
c. The school days are shortened at the beginning of the school year...........
1
2
d. Parents and children visit kindergarten prior to the start of the school
year .............................................................................................................
1
2
e. I (or another teacher) visit the homes of the children at the beginning of
the school year............................................................................................
1
2
1
2
f.
Parents come to the school for orientation prior to the start of the
school year..................................................................................................
C-44
First grade version
G6. In some schools, special efforts are made to make the transition from kindergarten to first grade less
difficult for children. Are any of the following done in your school?
Yes
No
a. The school sends information about the first grade
program to parents ....................................................................................
1
2
b. Kindergarten children spend some time in the first grade
classroom ..................................................................................................
1
2
c. Buddy or Big brother/Big sister programs that pair new
first graders with older children at entry .....................................................
1
2
d. Parents and children visit first grade for orientation. ..................................
1
2
e. First grade teachers or counselors meet with children
while they are still in kindergarten .............................................................
1
2
f. Kindergarten and First grade teachers meet to
coordinate curriculum ................................................................................
1
2
C-45
SECTION H. VIEWS ON READINESS, SCHOOL CLIMATE, AND ENVIRONMENT
H1.
How important do you believe the following characteristics are for a child to be ready for
kindergarten? CIRCLE ONE NUMBER ON EACH LINE.
Not
Somewhat
important important
Very
important
Extremely
important
Essential
a.
Finishes tasks ........................................ 1 ................ 2 ................ 3 ................. 4 ................... 5
b.
Can count to 20 or more ........................ 1 ................ 2 ................ 3 ................. 4 ................... 5
c.
Takes turns and shares ......................... 1 ................ 2 ................ 3 ................. 4 ................... 5
d.
Has good problem-solving skills ............ 1 ................ 2 ................ 3 ................. 4 ................... 5
e.
Is able to use pencils and paint
brushes .................................................. 1 ................ 2 ................ 3 ................. 4 ................... 5
f.
Is not disruptive of the class .................. 1 ................ 2 ................ 3 ................. 4 ................... 5
g.
Knows the English language ................. 1 ................ 2 ................ 3 ................. 4 ................... 5
h.
Is sensitive to other children's
feelings .................................................. 1 ................ 2 ................ 3 ................. 4 ................... 5
i.
Sits still and pays attention .................... 1 ................ 2 ................ 3 ................. 4 ................... 5
j.
Knows most of the letters of the
alphabet ................................................. 1 ................ 2 ................ 3 ................. 4 ................... 5
k.
Can follow directions.............................. 1 ................ 2 ................ 3 ................. 4 ................... 5
l.
Identifies primary colors and
shapes ................................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
m.
Communicates needs, wants, and
thoughts verbally in primary
language ................................................ 1 ................ 2 ................ 3 ................. 4 ................... 5
C-46
H2.
Please indicate the extent to which you agree with each of the following statements on children's
preparation for school. CIRCLE ONE NUMBER ON EACH LINE.
Strongly
disagree
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
a.
Attending preschool (for example,
nursery, prekindergarten, or Head
Start) is very important for success
in kindergarten ....................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
b.
Children who begin formal reading
and math instruction in preschool
will do better in elementary school......... 1 ................ 2 ................ 3 ................. 4 ................... 5
c.
Parents should make sure their
children know the alphabet before
they start kindergarten ........................... 1 ................ 2 ................ 3 ................. 4 ................... 5
d.
Most children should learn to read
in kindergarten ....................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
e.
Parents need help in learning how
to teach their children how to read......... 1 ................ 2 ................ 3 ................. 4 ................... 5
f.
Parents should set aside time
every day for their kindergarten
children to practice schoolwork.............. 1 ................ 2 ................ 3 ................. 4 ................... 5
g.
Homework should be given to
kindergarten children almost every
day ......................................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
h.
Parents should read to their
children and play counting games
at home regularly ................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
C-47
First grade version
H3. Please indicate the extent to which you agree with each of the following statements on children's
preparation for school.
a.
b.
c.
d.
e.
f.
g.
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
1
2
3
4
5
Children who begin formal reading and
math instruction in kindergarten will do
better in elementary school ........................
1
2
3
4
5
Most children should learn to read in
kindergarten ................................................
1
2
3
4
5
Parents need help in learning how to
teach their children how to read. ................
1
2
3
4
5
Parents should set aside time every day
for their first grade children to practice
schoolwork...................................................
1
2
3
4
5
Homework should be given to first grade
children almost every day............................
1
2
3
4
5
Parents should read to their children and
play counting games at home regularly.......
1
2
3
4
5
Strongly
disagree
Attending kindergarten is very important
for success in first grade..............................
C-48
H3. Please indicate the extent to which you agree with each of the following statements about your
school. CIRCLE ONE NUMBER ON EACH LINE.
Strongly
disagree
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
The level of child misbehavior (for
example, noise, horseplay, or fighting
in the halls or cafeteria) in this school
interferes with my teaching ....................
Many of the children I teach are not
capable of learning the material I am
supposed to teach them ........................
I feel accepted and respected as a
colleague by most staff members ..........
Teachers in this school are
continually learning and seeking new
ideas ......................................................
Routine administrative duties and
paperwork interfere with my job of
teaching .................................................
Parents are supportive of school staff ...
There is a great deal of cooperative
effort among the staff members.............
In this school, staff members are
recognized for a job well done ...............
The academic standards at this
school are too low..................................
There is broad agreement among the
entire school faculty about the central
mission of the school .............................
The school administrator knows what
kind of school he/she wants and has
communicated it to the staff...................
The school administrator deals
effectively with pressures from
outside the school (for example,
budget, parents, school board) that
might otherwise affect my teaching .......
The school administrator sets
priorities, makes plans, and sees that
they are carried out................................
The school administration's
behavior toward the staff is
supportive and encouraging ..................
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
1 ................ 2 ................ 3 ................. 4 ......... 5level of child
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
1 ................ 2 ................ 3 ................. 4 ................... 5
C-49
H4.
At your school, how much influence do you think teachers have over school policy in areas such
as determining discipline policy, deciding how some school funds will be spent, and assigning
children to classes? CIRCLE ONLY ONE NUMBER.
No influence................................................................................................................. 1
Slight influence ............................................................................................................ 2
Some influence............................................................................................................ 3
Moderate influence ...................................................................................................... 4
A great deal of influence ............................................................................................. 5
H5.
How much control do you feel you have IN YOUR CLASSROOM over such areas as selecting
skills to be taught, deciding about teaching techniques, and disciplining children? CIRCLE ONLY
ONE NUMBER.
No control .................................................................................................................... 1
Slight control................................................................................................................ 2
Some control .............................................................................................................. 3
Moderate control ......................................................................................................... 4
A great deal of control ................................................................................................ 5
H6.
Please indicate the extent to which you agree with each of the following statements on teaching.
CIRCLE ONE NUMBER ON EACH LINE.
Strongly
disagree
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
a.
I really enjoy my present teaching
job .......................................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
b.
I am certain I am making a
difference in the lives of the
children I teach ...................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
c.
If I could start over, I would
choose teaching again as my
career..................................................... 1 ................ 2 ................ 3 ................. 4 ................... 5
C-50
H7.
a.
b.
c.
d.
H8.
a
b
c
d
e
f
g
h
To what extent do you agree with the following statements?
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
1
2
3
4
5
Inclusion of children with disabilities in my
class has worked well..............
1
2
3
4
5
I am adequately trained to teach English
language learners in my class .
1
2
3
4
5
Inclusion of English language learners in
my class has worked well ........
1
2
3
4
5
Strongly
disagree
I am adequately trained to teach the
children with disabilities who are in my
class .............................................
Please indicate the extent to which you agree with each of the following statements.
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Strongly
disagree
If I try really hard, I can get through even
to the most difficult or unmotivated
students. ....................................................
If some students in my class are not doing
well, I feel that I should change my
approach to the subject. ............................
By trying a different teaching method, I
can significantly affect a student’s
achievement. .............................................
There is really very little I can do to insure
that most of my students achieve at a
high level. ..................................................
I work to create lessons so my students
will enjoy learning and become
independent thinkers. ................................
I feel sometimes it is a waste of my time
to try to do my best as a teacher. ..............
The attitudes and habits students bring to
my class greatly reduce their chances for
academic success. ....................................
My success or failure in teaching is due
primarily to factors beyond my control
rather than to my own effort or ability. .......
C-51
H9. Indicate the extent to which you agree or disagree with each of the following statements as it applies
to your instruction.
a
b
c
d
e
f
g
h
i
j
The amount a student can learn is primarily related to
family background. ..........................................................
If students aren’t disciplined at home, they aren’t likely
to accept any discipline. ..................................................
When I really try, I can get through to most difficult
students...........................................................................
A teacher is very limited in what he/she can achieve
because a student’s home environment is a large
influence on his/her achievement....................................
If parents would do more for their children, I could do
more. ...............................................................................
If a student did not remember information I gave in a
previous lesson, I would know how to increase his/her
retention in the next lesson. ............................................
If a student in my class becomes disruptive and noisy, I
feel assured that I know some techniques to redirect
him/her quickly. ...............................................................
If one of my students couldn’t do a class assignment, I
would be able to accurately assess whether the
assignment was at the correct level of difficulty. .............
If I really try hard, I can get through to even the most
difficult or unmotivated students......................................
When it comes right down to it, a teacher really can’t do
much because most of a student’s motivation and
performance depends on his or her home environment .
C-52
Strongly
disagree
Disagree
Agree
Strongly
agree
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
SECTION I. YOUR BACKGROUND
I1.
What is your gender?
Male ...................................................... 1
Female ................................................. 2
I2.
In what year were you born?
19 ____
I3.
Are you Hispanic/Latino? CIRCLE ONE NUMBER.
Yes ....................................................... 1
No ......................................................... 2
I4.
Which best describes your race? CIRCLE ONE OR MORE TO INDICATE WHAT YOU
CONSIDER YOURSELF TO BE.
American Indian or Alaska Native................................................ 1
Asian ........................................................................................... 2
Black or African American ........................................................... 3
Native Hawaiian or Other Pacific Islander .................................. 4
White ........................................................................................... 5
I5.
What is the highest level of education one of your own parents have completed?
Less than high school ....................................................................
Some high school .........................................................................
High School Diploma or GED…………………………………………
Some college including technical or vocational school .................
Bachelor's degree..........................................................................
An advanced degree (e.g., Master’s, PhD, MD) ............................
C-53
1
2
3
4
5
6
I6.
Counting this school year, how many years have you taught each of the following grades and
programs? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR
EXAMPLE, 2.5, 3.5) PLEASE INCLUDE PART-TIME TEACHING. WRITE "0" IF YOU HAVE
NEVER TAUGHT THE GRADE OR PROGRAM LISTED.
Total Years Grade or Program Taught
I7.
a.
Preschool or Head Start ........................................................... _________________
b.
Kindergarten (including Transitional/Readiness
Kindergarten and Transitional/pre-1st grade) ........................... _________________
c.
First grade................................................................................. _________________
d.
Second through fifth grade ....................................................... _________________
e.
Sixth grade or higher ................................................................ _________________
f.
English as a Second Language (ESL) program ....................... _________________
g.
Bilingual education program .................................................... _________________
h.
Dual language program ............................................................ _________________
i.
Special education program ....................................................... _________________
j.
Physical education program ..................................................... _________________
k.
Art or music program ............................................................... _________________
Counting this school year, how many years have you taught in your current school including parttime teaching? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR
EXAMPLE, 2.5, 3.5).
_______ Years
I8.
Counting this school year, how many years have you been a schoolteacher?
______
YEARS
C-54
I9.
What is the highest level of education you have completed? CIRCLE ONLY ONE NUMBER.
High school diploma or GED....................................................................... 1
Associate's degree ..................................................................................... 2
Bachelor's ................................................................................................... 3
At least one year of course work beyond a Bachelor's but not a graduate
degree ........................................................................................................ 4
Master's ...................................................................................................... 5
Education specialist or professional diploma based on at least one year
of course work past a Master's degree level............................................... 6
Doctorate .................................................................................................... 7
New item
Source: SASS
I10.
What is the name of the college or university where you earned your highest degree?
___________________________________________________
I10a.
In what city and state is it located?
State ______________________________________________
City _______________________________________________
I11.
If you have an associate's or bachelor’s degree, indicate your undergraduate major field of study.
a.
b.
c.
d.
e.
Early Childhood Education ....................................................
Elementary Education............................................................
Special Education ..................................................................
Other Education-related Major (such as secondary ed.,
ed. psych., administration, music education, etc.) ................
Non-Education Major (such as history, English, etc.) ...........
C-55
Yes
1
1
1
No
2
2
2
1
1
2
2
I12.
If you have a graduate degree, indicate the major field of study of your highest level graduate
degree.
a.
b.
c.
d.
e.
I13.
Early Childhood Education ....................................................
Elementary Education............................................................
Special Education ..................................................................
Other Education-related Major (such as secondary ed.,
ed. psych., administration, music education, etc.) ................
Non-Education Major (such as history, English, etc.) ...........
Yes
1
1
1
No
2
2
2
1
1
2
2
Have you ever had a class in the following areas? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
f.
g.
h.
i.
YES
NO
1
1
1
2
2
2
1
1
2
2
1
1
1
1
2
2
2
2
Early childhood education .....................................................
Elementary education ..........................................................
Special education ..................................................................
English as a Second Language (ESL)
or teaching English language learners...................................
Child development ...............................................................
Methods of teaching reading/
language arts .........................................................................
Methods of teaching mathematics ........................................
Methods of teaching science ...............................................
Classroom management........................................................
New item
Source: Schools and Staffing Survey (SASS)
I14.
Which of the following describes the teaching certificate you currently hold in THIS state?
CIRCLE ONLY ONE NUMBER.
Regular or standard state certificate or advanced professional
certificate. ........................................................................................ 1
Certificate issued after satisfying all requirements except the
completion of a probationary period. ........................................... 2
Certificate that requires some additional coursework, student
teaching, or passage of a test before regular certification can
be obtained.................................................................................. 3
Certificate issued to persons who must complete a certification
program in order to continue teaching......................................... 4
I do not hold any of the above certifications in THIS state.
(SKIP TO ___)............................................................................. 5
C-56
I15.
In what areas are you certified? CIRCLE ONE NUMBER ON EACH LINE.
Yes
No
a.
Elementary education .........................................................................
1
2
b.
Early childhood ...................................................................................
1
2
c.
Special Education ...............................................................................
1
2
d.
ELL or ESL .........................................................................................
1
2
e.
Other (PLEASE SPECIFY): _______________________________
1
2
_____________________________________________________
New Item
Source: Schools and Staffing Survey (SASS)
I16.
This school year, are you a Highly Qualified Teacher (HQT) according to your state’s
requirements?
(Generally, to be Highly Qualified, teachers must meet requirements related to 1) a
bachelor’s degree, 2) full state certification, and 3)
demonstrated competency in the subject
area(s) taught. The HQT requirement is a provision under No Child Left Behind (NCLB).)
Yes.......................................................... 1
No ........................................................... 2
I don’t know............................................. 3
I17.
Date questionnaire completed: _____/_____/_____
MM DD
YY
C-57
NEW ITEM FOR TEACHER QUESTIONNAIRE, PART B
How much time per day would you estimate that you spend in managing your classroom and handling
disruptive behavior?
How Much Time Per Day
Classroom management
and student behavior
issues
Less
than ½
hour a
day
½ hour
to 1 hour
a day
1 to ½
hours
per day
1 ½ to 2
hours
per day
2 to 2 ½
hours a
day
2½
hours to
3 hours
a day
More
than 3
hours a
day
1
2
3
4
5
6
7
C-58
Appendix C.2
Teacher Questionnaire B
OMB No. xxxx-xxxx
App. Exp.: xx/xx/xx
Teacher Questionnaire - B
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1650 Research Boulevard
Rockville, Maryland 20850
LABEL
Use a #2 pencil to complete this questionnaire.
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 control
number. The valid OMB control number for this information collection is 18500750. Approval expires 01/31/2009. The time required to complete this information
collection is estimated to average 30 minutes per response, including the time to
review instruction, search existing data resources, gather the data needed, and
complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate or suggestions for improving the
survey instrument, please write to: U.S. Department of Education, Washington,
D.C. 20202-4700. If you have comments or concerns regarding the status of your
individual response to this survey, write directly to: National Center for Education
Statistics, 1990 K Street, N.W., Washington, D.C. 20006-5650.
C-60
The collection of information in this survey is authorized by Public Law 107279 Education Sciences Reform Act of 2002, Title I, Part C, Sec. 151(b) and
Sec. 153(a). Participation is voluntary. You may skip questions you do not
wish to answer; however, we hope that you will answer as many questions
as you can. Your responses are protected from disclosure by federal statute
(PL 107-279, Title I, Part C, Sec. 183). All responses that relate to or describe
identifiable characteristics of individuals may be used only for statistical
purposes and may not be disclosed, or used, in identifiable form for any
other purpose, unless otherwise compelled by law. Data will be combined to
produce statistical reports. No individual data that links your name, address,
telephone number, or identification number with your responses will be
included in the statistical reports.
TO COME
C-61
TEACHER QUESTIONNAIRE
PART C
C-62
ACADEMIC RATING SCALE
Note: The initial sections of this questionnaire (Part C of the Teacher Questionnaire) focus on specific
academic skills. The kindergarten items are shown first, followed by items for Grades 1 and 2.
Note: This item is used to ascertain if the responding teacher is familiar with the child’s performance in different
subject areas.
1.
Are you the child’s primary teacher in language and literacy?
Alternative wording: Are you the teacher most knowledgeable about this child’s progress
in this subject area?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a.
b.
Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2.
I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-63
SECTION A: LANGUAGE AND LITERACY (KINDERGARTEN ITEMS)
USING THE ENGLISH LANGUAGE, THIS
CHILD …
A1. 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?" .........................
A2. 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. ........................................................
A3. Easily and quickly names all
upper– and lower-case letters of
the alphabet ..........................................
A4. Produces rhyming words – for
example, says a word that rhymes
with "chip," "shop," drink," – or "light.".
...............................................................
A5. Predicts what will happen next in
stories by using the pictures and
storyline for clues. .................................
A6. Reads simple books independently
– for example, reads books with a
repetitive language pattern ....................
A7. 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. .............................................
A8. 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 a
sentence ................................................
A9. Uses the computer for a variety of
purposes – for example, by drawing
a picture, or counting objects, or
typing numbers, letters, or words...........
CIRCLE ONE FOR EACH ITEM
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-64
1.
Are you the teacher most knowledgeable about this child’s progress in this general knowledge?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a. Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
b. If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2. I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-65
SECTION B: GENERAL KNOWLEDGE (KINDERGARTEN ITEMS)
THIS CHILD …
B1.
B2.
B3.
B4.
B5.
Recognizes distinct differences in
habits and living patterns between
him/herself and other groups 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 ..............................................
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 ...................
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. ...........
Forms explanations based on
observations and explorations – for
example, by describing or drawing the
conditions (water, soil, sun) that help
a plant grow, or by explaining that a
block will slide more quickly down a
steeper slope. .......................................
Classifies and compares living and
non-living 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.”.......
CIRCLE ONE FOR EACH ITEM
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-66
1.
Are you the child’s primary teacher in mathematics?
Alternative wording: Are you the teacher most knowledgeable about this child’s progress
in this subject area?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a. Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
b. If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2. I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-67
SECTION C: MATHEMATICAL THINKING (KINDERGARTEN ITEMS)
THIS CHILD …
C1. 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." ........................
C2. Orders a group of objects – for
example, by ordering rods or sticks by
length, or arranging paints from
lightest to darkest, or musical
instruments from softest to loudest ........
C3. 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...............
C4. Solves problems involving
numbers using concrete objects –
for example "Vera has six 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?" ..
C5. 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.”................................................
C6. 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....................................................
C7. Uses a variety of strategies to
solve math problems – for example,
using manipulative materials, looking
for a pattern, or acting out a problem.....
C8. Demonstrates an understanding of
fractions such as ¼ and ½, for
example, by coloring one-half of a
circle
CIRCLE ONE FOR EACH ITEM
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-68
SECTION D. SPECIFIC ACADEMIC SKILLS – FIRST GRADE
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
D1. Language and Literacy
a.
b.
c.
d.
e.
f.
g.
h.
i.
Contributes relevant information to
classroom discussions – for example,
during a class discussion, can express
an idea or a personal opinion on a topic
and the reasons behind the opinion ...........
Understands and interprets a story or
other text read to him/her – for example,
by writing a sequel to a story, or
dramatizing part of a story, or posing a
question about why a particular story
event occurred as it did ..............................
Reads words with regular vowel sounds
– for example, reads "coat", "junk", "lent",
"chimp", "halt", or "bite." .............................
Reads words with irregular vowel sounds
– for example, reads "through," "point,"
"enough," or "shower."................................
Reads first grade books independently
with comprehension – for example, reads
most words correctly and answers
questions about what was read, make
predictions while reading, and retells
story after reading ......................................
Reads first grade books fluently – for
example, easily reads words in
meaningful phrases rather than reading
word by word ..............................................
Composes a story with a clear beginning,
middle, and end ..........................................
Demonstrates an understanding of some
of the conventions of print – for example,
appropriately using question marks,
exclamation points, and quotation marks ...
Uses the computer for a variety of
purposes – for example by writing a page
for a class book, or looking up
information on a topic of interest, or
solving math problems, or recording a
scientific observation ..................................
C-69
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
D2. General Knowledge
a. Identifies similarities and differences in
group habits and living patterns – for
example, compares and contrasts customs
and traditions (forms of transportation,
clothing, food, housing, holidays) in
different groups or cultures.........................
b. Recognizes some ways in which people
rely on each other for goods and services
– for example, by making a list of all the
jobs involved in getting milk to the
supermarket, or writing stories or research
reports based on interviews with
community workers.....................................
c. Shows a beginning understanding that
maps represent actual places – for
example, by making maps of his/her
classroom, bedroom, or school and
labeling them, or locating where a parent
was born on a world map or globe .............
d. Makes logical predictions when pursuing
scientific investigations – for example,
looking closely at a group of objects before
predicting if they are magnetic or not .........
e. Forms explanations and conclusions
based on observation and investigation –
for example, by explaining the best
growing conditions for a plant after
investigating with light and water, or
concluding that earthworms come out of
the soil because it's raining after paying
attention to the sidewalks on a rainy day ...
f. Classifies and compares living and nonliving things in different ways – for
example, by classifying vegetables that
grow above or below the ground, or
classifying different sounds as either low
pitch or high pitch, or measuring objects
and classifying them by size or weight .......
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-70
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
D3. Mathematical Thinking
a. Demonstrates an understanding of place
value – for example, by explaining that
fourteen is ten plus four, or using two
stacks of ten and five single cubes to
represent the number 25 ............................
b. Models, reads, writes, and compares
whole numbers – for example, recognizing
that 30 is the same quantity if it is 30
rabbits or 30 tallies or 15 + 15 red dots, or
describing that the number 25 is smaller
than 4 .........................................................
c. Counts change with two different types of
coins – for example, two quarters and a
nickel, or three dimes and two pennies ......
d. Surveys, collects, and organizes data into
simple graphs – for example, making tally
marks to represent the number of children
who want to play jump rope at recess, or
making a picture, bar, line, or circle graph
to show the different kinds of fruit children
bring to school and the quantity of each
type.............................................................
e. Makes reasonable estimates of quantities
– for example, looking at a group of
objects and deciding if it is more than 10,
about 50, or less than 100 ..........................
f. Measures to the nearest whole number
using common instruments – for example,
rulers, or tape measures, or
thermometers, or scales .............................
g. Uses a variety of strategies to solve math
problems – for example, using
manipulative materials, using trial and
error, making an organized list or table,
drawing a diagram, looking for a pattern,
acting out a problem, or talking with others
h. New item: Demonstrates an
understanding of fractions such as ¼, 1/3,
and ½ - for example, by coloring one-third
of a set of marbles. (include a gradeappropriate example here) .........................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-71
SECTION E. SPECIFIC ACADEMIC SKILLS – SECOND/THIRD GRADE
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E1. Language and literacy
(with third-grade examples)
a. Conveys ideas clearly when speaking –
for example, presents a well-organized
oral report, or uses precise language to
express opinions, feelings, and ideas, or
provides relevant answers to questions
that summarize classmate’s concerns .......
b. Uses various strategies to gain information
– for example, uses the index or table of
contents to locate information, or uses
encyclopedias or other reference
books/media to learn about a topic ............
c. Reads fluently – for example, easily reads
words as part of meaningful phrases
rather than word by word including words
with three or more syllables, such as
rambunctious, residential, genuinely, and
pneumonia..................................................
d. Reads third grade books (fiction)
independently with comprehension – for
example, relates why something
happened in a story, or identifies emotions
of characters in a story, or identifies a
turning point in the story .............................
e. Reads and comprehends expository text –
for example, after reading about how early
colonists lived, creates a chart comparing
life today with colonial life, or after reading
a children’s news story about pollution,
identifies cause and effect relationships, or
summarizes main ideas and the
supporting details in a science or social
studies selection .........................................
f. Composes multi-paragraph
stories/reports– for example, writes a
report by developing and following an
outline, or writes stories with a clear plot
and distinct characters ...............................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-72
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Language and literacy
(with third-grade examples) (continued)
g. Rereads and reflects on writing, making
changes to clarify or elaborate – for
example, adds more adjectives and
description, or includes additional details
to increase clarity, or combines choppy
sentences ...................................................
h. Makes mechanical corrections when
reviewing a rough draft – for example,
rereads a story and adds omitted words,
or correct spelling and capitalization
errors, or adds end punctuation when
necessary ...................................................
i.
Uses the computer for a variety of
purposes – for example, to write reports or
stories formatting them correctly, or to use
a database to retrieve information ..............
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-73
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E2. Mathematical thinking
(with third-grade examples)
a. Creates and extends patterns – for
example, extends an alternating pattern
involving addition and subtraction (+3, -1,
+3, -1, +3… or +5, -3, +5, -3,…) or creates
a complex visual pattern (aabc) .................
b. Uses a variety of strategies to solve math
problems – for example, adds 100 and
then subtracts 4 when doing the mental
math problem 467+96, or writes the
algorithms or equations needed to solve a
word problem, or orders steps sequentially
in a multistep problem ................................
c. Recognizes properties of shapes and
relationships among shapes – for
example, recognizes that rectangles are
composed of two right triangles, or
demonstrates congruence by copying the
exact size and shape of a pentagon onto a
geoboard ....................................................
d. Uses measuring tools accurately – for
example, measures with rulers to the
quarter-inch, or measures liquids to the
nearest milliliter ..........................................
e. Shows understanding of place value with
whole numbers – for example, correctly
orders the numbers 19,321, 14,999,
9,900, and 20,101 from least to greatest,
or correctly regroups when adding and
subtracting ..................................................
f. Makes reasonable estimates of quantities
and checks answers – for example,
estimates the cost of a list of 8 different
items and compares to actual cost, or
estimates the perimeter of a bulletin board
and then checks with a yardstick................
g. Surveys, collects, and organizes data into
simple graphs – for example, charts
temperature changes over time, or makes
a bar or line graph comparing the
population in different cities of their state,
or interprets a pictograph in which each
symbol represents 5 people .......................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-74
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Mathematical thinking
(with third-grade examples) (continued)
h. Models, reads, writes, and compares
fractions – for example, shows that 1/2 of
the candy bar is 1/4 + 1/4, or shows that
1/4 of a set of 12 is 3 ..................................
i.
Divides a 3 digit number by a 1 digit
number – for example, 3484 or 2286 .....
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-75
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E3. Science skills and knowledge
(with third-grade examples)
a. Makes logical predictions when
conducting scientific investigations – for
example, predicts that water will heat
faster in the sun in a black cup than in a
white cup, or predicts that the plants on
the south side of the building will grow
more quickly than the ones on the north
side .............................................................
b. Communicates scientific information – for
example, documents predictions,
observations, and conclusions when doing
an investigation, or makes diagrams of
closed and open circuits, or makes line
graphs of the height of plants over time .....
c. Classifies and compares living and nonliving things in different ways – for
example, compares plant and animal
needs, or sorts substances according to
whether they dissolve in water, or sorts
rocks by hardness and brittleness ..............
d. Forms explanations and conclusions
based on observation and investigation –
for example, explains why one boat floats
and another does not, or concludes that
the candle stays lit longer under the larger
jar because there is more oxygen
available, or explains how many layers of
clothing provide insulation against heat
loss .............................................................
e. Demonstrates understanding of physical
science concepts – for example, explains
that friction slows a block going down an
inclined plane, or identifies the state of
matter (solids, liquids, gases) of different
substances, or identifies simple machines
that help lift heavy objects ..........................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-76
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E3. Science skills and knowledge
(with third-grade examples) (continued)
f. Demonstrates understanding of life
science concepts – for example, describes
some characteristics that are inherited, or
draws a diagram of a food chain, or
explains the functions of parts of a plant,
or categorizes foods according to the
groups on the food pyramid........................
g. Demonstrates understanding of earth and
space science concepts – for example,
explains why we have seasons, or labels
condensation and evaporation on a
diagram of the water cycle, or describes
the difference between a planet and a
moon...........................................................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-77
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E4. Social studies skills and knowledge
(with third-grade examples) (continued)
a. Identifies similarities and differences in
habits and living patterns between
him/herself and other groups of people –
for example, makes a mural representing
the lifestyles of Native Americans long ago
and today, or contrasts colonial life in the
1700s with U.S. life in current times ...........
b. Shows understanding of the purpose and
structure of government functions (basic
rights and responsibilities of a democratic
government) – for example, by choosing
one of the rights listed in the Bill of Rights
and explaining how someone could be
restricted if they did not have this right, or
by outlining the major responsibilities of
the President or Governor ..........................
c. Demonstrates understanding of the ways
in which the past influences the present –
for example, describes the contributions of
significant Americans such as Hamilton,
Franklin, M.L. King, or describes the
impact of technology, such as the cotton
gin or the automobile, on life in America ....
d. Recognizes the reciprocal influence of
environment on people – for example,
explains why people might settle in cities,
or explains how crops and housing in
different regions of the country are
influenced by the climate and terrain of
their environment, or explains the
importance of major rivers ..........................
e. Knows how to use maps and globes to
locate and derive information – for
example, locates their own state in relation
to the U.S. and the rest of the world, or
uses grids to locate cities, or reads map
legends, or identifies differences between
political boundaries and physical
boundaries on maps and globes ................
f. Demonstrates understanding of the U.S.
economic system – for example, explains
the basic functions of banks, or describes
how scarcity affects price, or explains the
effects of supply and demand, or
distinguishes between goods and services
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-78
Social Skills
E5.
Twenty-four items ask teachers to rate children in their classroom on social skills (including their
ability to exercise self-control, interact with others, resolve conflict, and participate in group
activities); problem behaviors (e.g., fighting, bullying, arguing, anger, depression, low self-esteem,
impulsiveness, etc.); and learning dispositions (e.g., curiosity, self-direction, and inventiveness).
The items are not listed as they are copyright protected.
New item
Source: Behavioral Regulation subscales from the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, &
Kenworthy, (2000)
E6.
Twenty-eight items from the BRIEF ask teachers to assess executive functioning of the children
in their classroom, such as inhibition, shifting and flexibility, and emotional control. The items are
not listed as they are copyright protected.
C-79
SECTION F. STUDENT INFORMATION
F1.
In which grade is this child enrolled?
Kindergarten ..........................................
First grade ..............................................
This is an ungraded classroom ...............
Second grade ........................................
F2.
1
2
3
4
In what type of kindergarten program is this child enrolled?
Full-day program..................................... 1
Morning part-day program ...................... 2
Afternoon part-day program.................... 3
F3.
Was this child retained in grade at the end of the (2009-2010) 2010-2011 school year?
Yes.......................................................... 1
No .......................................................... 2
F4.
How long has this child been in your classroom this school year?
Entire school year .........................................................................
More than one semester but less than the entire school year ......
More than one quarter but less than one semester ......................
Less than one quarter of the school year ......................................
F5.
Please record the total number of absences for this child for the current school year.
No absences...........................................
1 – 4 absences .......................................
5 – 7 absences .......................................
7-10 absences ........................................
More than 10 absences ..........................
F6.
1
2
3
4
1
2
3
4
5
Has this child ever fallen two or more weeks behind in school work this year? CIRCLE ONE
NUMBER.
Yes.......................................................... 1
No ........................................................... 2
C-80
F7.
Why has this child fallen behind in school work?
a) A health problem ................................
b) A disciplinary problem ........................
c) Lack of effort .......................................
d) Disorganized.......................................
e) Lacks pre-requisite skills ....................
f) Some other reason
(please specify)___________________
F8.
Yes
1
1
1
1
1
No
2
2
2
2
2
1
2
Does this child receive instruction in any of the following types of programs in your school?
CIRCLE ONE NUMBER ON EACH LINE.
Yes
No
a. Individual tutoring program in reading....................................
1
2
b. Pull-out small group program in reading ................................
1
2
c. Individual tutoring program in mathematics ..........................
1
2
d. Pull-out small group program in mathematics........................
1
2
e. Gifted and talented program in reading .................................
1
2
f.
Gifted and talented program in mathematics .........................
1
2
g. Program for children with behavioral or emotional problems.
1
2
h. Pull-out speech-language therapy for children with speech
or language disorders/impairments........................................
1
2
i.
Special education program
(do not include speech therapy).............................................
1
2
New subitem f from the Longitudinal Study of NCLB
F9.
Did this child participate in any of the following federally funded Title I programs or services
offered by the school during this school year? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
f.
g.
Title I reading .........................................................................
Title I math .............................................................................
Title I English/language arts...................................................
Title I combined reading/English/language arts .....................
Title I ELL/Bilingual ................................................................
Title I extended-time or after-school program
Title I (PLEASE SPECIFY): .................................................
C-81
Yes
1
1
1
1
1
No
2
2
2
2
2
Not
Offered
3
3
3
3
3
1
2
3
F10.
Does this child receive (or has he/she received during the past year) instruction and/or related
services in any of the following types of programs in your school outside of the regular school
day? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
F11.
Instruction or services before school .....................................
Instruction or services after school ........................................
Instruction or services on weekends......................................
Summer program during the summer of 200__ .....................
Yes
01
01
01
01
Not
No Provided
02
03
02
03
02
03
02
03
Does the student have a first language other than English?
Alternative question stem: “Is English this child’s native language?”
YES......................................................... 1
NO .......................................................... 2 (Go to ____)
F12.
Does this child receive instruction in any of the following types of programs in your school?
CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
F13.
Yes
No
1
1
2
2
Pull-out English as a Second Language (ESL) program
(instructional program designed to teach listening,
speaking, reading, and writing English language skills to
children with limited English proficiency) ..............................
In-class English as a Second Language (ESL) program .......
How often AND how much time does this child usually receive ESL or ELL program instruction,
whether as a whole class, in small groups, or in individualized arrangements?
F13a.
How many days?
Never ......................................................
Less than one day a week ......................
1 day a week...........................................
2 days a week.........................................
3 days a week.........................................
4 days a week.........................................
5 days a week.........................................
F13b.
1
2
3
4
5
6
7
How much time per day (on the days this is done)
Less than 1/2 an hour a day ...................
½ an hour to 1hour ................................
1 to 1 ½ hours.........................................
1 ½ to 2 hours ........................................
2 to 2 ½ hours.........................................
2 ½ to 3 hours.........................................
More than 3 hours ..................................
C-82
1
2
3
4
5
6
7
New Item
Source: NAEP 2000
F14.
During this school year, what percentage of this child’s academic instruction is provided in
his/her native language?
None of the time .....................................
Less than half of the time........................
Half of the time........................................
More than half of the time .......................
Almost all the time ..................................
F15.
How much time per day do you and any other teacher or aide speak any non-English language in
each of your classes?
1 - 15 minutes ........................................
16 - 30 minutes .......................................
31 - 60 minutes .......................................
More than 60 minutes .............................
F16.
1
2
3
4
5
1
2
3
4
Does this child have an IEP/IFSP on record with the school?
Yes.......................................................... 1
No ........................................................... 2
F17. To what extent did this child participate in any grade-level assessment administered as part of the
school’s testing program during the current school year?
Child did not participate in the school’s testing or
assessment program ..................................................................... 1
Child participated in the school’s testing or assessment
program to a limited degree .......................................................... 2
Child participated fully in the school’s testing or
assessment program ..................................................................... 3
There are no schoolwide assessments at this grade level ............ 4
Don’t know ..................................................................................... 5
F18.
Did this child receive special accommodations (e.g., for a disability or limited-English proficiency)
to participate in the school’s testing or assessment program?
Yes.......................................................... 1
No ........................................................... 2
Don’t know .............................................. 3
C-83
F19.
On average how often do you meet with school staff (i.e., administrators, other teachers,
specialists, counselors) to discuss this child’s program and progress?
Several times a week..............................
Several times a month ............................
Once a month .........................................
A few times over the school year ............
Once ......................................................
Never .....................................................
F20.
During structured play time, how does this child compare with other children in the class in terms
of physical activity? CIRCLE ONLY ONE NUMBER.
A lot less active than most .....................
A little less active than most ...................
About the same as most ........................
A little more active than most .................
A lot more active than most ....................
F21.
01
02
03
04
05
During unstructured play time, how does this child compare with other children in the class in
terms of physical activity? CIRCLE ONLY ONE NUMBER.
A lot less active than most .....................
A little less active than most ...................
About the same as most ........................
A little more active than most .................
A lot more active than most ....................
F22.
1
2
3
4
5
6
01
02
03
04
05
Are you this child's primary teacher in the following subject areas? IF NO, PLEASE WRITE THE
NAME OF THE CHILD'S TEACHER FOR THIS SUBJECT ON THE LINE PROVIDED.
Reading/ language arts
Mathematics
Science
Social studies
Yes
No
Teacher name
01
01
01
01
02
02
02
02
________________________
________________________
________________________
________________________
C-84
F23.
F24.
F25.
Overall, how would you rate this child's academic skills in each of the following areas, compared
to other children of the same grade level? CIRCLE ONLY ONE NUMBER.
Far
below
average
Below
average
Average
Above
average
Far
above
average
a.
Language and literacy skills .......
1
2
3
4
5
b.
Science and social studies ........
1
2
3
4
5
c.
Mathematical skills ....................
1
2
3
4
5
Overall, how would you rate this child's academic skills in each of the following areas, compared
to other children of the same grade level? CIRCLE ONLY ONE NUMBER.
Far
below
average
Below
average
Average
Above
average
Far
above
average
a.
Language and literacy skills .......
1
2
3
4
5
b.
Science .....................................
1
2
3
4
5
c.
Social studies
d.
Mathematical skills ....................
1
2
3
4
5
How often does this child work to the best of her/his ability? CIRCLE ONLY ONE NUMBER.
Never .....................................................
Seldom....................................................
Usually ...................................................
Always ....................................................
F26.
F27.
How many achievement groups in reading do you currently have in this
ONE NUMBER.
I do not use achievement groups
for reading ..............................................
Two .........................................................
Three ......................................................
Four .......................................................
Five .........................................................
1
2
3
4
child's class? CIRCLE
1 (Go to Q__)
2
3
4
5
In which reading group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP NUMBER
BELOW.
_________ Achievement Group
C-85
F28.
Has this child moved to a higher or lower reading achievement group, or not moved during this
school year? CIRCLE ONE NUMBER.
Moved to a higher group ........................
Moved to a lower group ..........................
Moved to both higher and lower groups .
Not moved ..............................................
1
2
3
4
F29.
How many achievement groups in mathematics do you currently have in this child's class?
CIRCLE ONE NUMBER.
I do not use achievement
groups for reading ................................ 1 (Go to Q__)
Two ......................................................... 2
Three ...................................................... 3
Four ....................................................... 4
Five ......................................................... 5
F30.
In which mathematics group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP NUMBER
BELOW.
_________ Achievement Group
F31.
Has this child moved to a higher or lower mathematics achievement group, or not moved during
this school year? CIRCLE ONE NUMBER.
Moved to a higher group ........................
Moved to a lower group ..........................
Moved to both higher and lower groups .
Not moved ..............................................
C-86
1
2
3
4
F32.
During this school year, have this child's parents/guardians participated in the following activities?
CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
F33.
1
1
1
1
2
2
2
2
3
3
3
3
During this school year, have this child's parents/guardians done the following?
a.
b.
c.
F34.
Attended regularly-scheduled conferences at your school ....
Attended parent/teacher informal meetings that you
initiated to talk about the child's progress ..............................
Returned your telephone calls ...............................................
Initiated contact with you........................................................
Volunteered to help in your classroom or school ...................
Not Applicable/
Not Offered
3
Yes No
1
2
Attended regularly-scheduled conferences at your school ....
Contacted you about the child’s school experiences outside
of regularly scheduled conferences .......................................
Volunteered to help in your classroom or school ..................
Not Applicable/
Not Offered
3
Yes No
1
2
1
1
2
2
3
3
During this school year, besides regular teacher conferences, have you communicated with this
child's parents? CIRCLE ONE NUMBER.
Yes................................................................................................. 01 (GO TO 13)
No ................................................................................................. 02
F35.
Was the purpose to discuss … CIRCLE ONE NUMBER ON EACH LINE.
Behavior problems the child is having in school? .........................
Any problems the child is having with school work? .....................
Anything the child is doing particularly well in or better
in at school?...............................................................................
Or, something else? ......................................................................
F36.
Yes
1
1
No
2
2
1
1
2
2
When you assign homework for this class, how often does this child complete it?
Homework not assigned .........................
Never ......................................................
Rarely .....................................................
Some of the time.....................................
Most of the time ......................................
All of the time ..........................................
C-87
1
2
3
4
5
6
SECTION G. TEACHER-CHILD RELATIONSHIPS
New item set
Source: “Student-Teacher Relationship Scale™ (STRS) Robert C. Pianta, PhD.”
Twenty-eight items ask teachers to rate the relationships they have with the children in their classrooms,
in terms of the level of closeness and the level of conflict in the relationships. The individual
items are not listed as they are copyright protected.
DATE QUESTIONNAIRE COMPLETED:
_____/_____/_____
Month Day Year
C-88
Appendix C.3
Teacher Questionnaire
Teacher Questionnaire - C
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1650 Research Boulevard
Rockville, Maryland 20850
LABEL
Use a #2 pencil to complete this questionnaire.
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 control
number. The valid OMB control number for this information collection is 18500750. Approval expires 01/31/2009. The time required to complete this information
collection is estimated to average 20 minutes per response, including the time to
review instruction, search existing data resources, gather the data needed, and
complete and review the information collected. If you have any comments
concerning the accuracy of the time estimate or suggestions for improving the
survey instrument, please write to: U.S. Department of Education, Washington,
D.C. 20202-4700. If you have comments or concerns regarding the status of your
individual response to this survey, write directly to: National Center for Education
Statistics, 1990 K Street, N.W., Washington, D.C. 20006-5650.
C-90
The collection of information in this survey is authorized by Public Law 107279 Education Sciences Reform Act of 2002, Title I, Part C, Sec. 151(b) and
Sec. 153(a). Participation is voluntary. You may skip questions you do not
wish to answer; however, we hope that you will answer as many questions
as you can. Your responses are protected from disclosure by federal statute
(PL 107-279, Title I, Part C, Sec. 183). All responses that relate to or describe
identifiable characteristics of individuals may be used only for statistical
purposes and may not be disclosed, or used, in identifiable form for any
other purpose, unless otherwise compelled by law. Data will be combined to
produce statistical reports. No individual data that links your name, address,
telephone number, or identification number with your responses will be
included in the statistical reports.
ACADEMIC RATING SCALE
Note: The initial sections of this questionnaire (Part C of the Teacher Questionnaire) focus on specific
academic skills. The kindergarten items are shown first, followed by items for Grades 1 and 2.
Note: This item is used to ascertain if the responding teacher is familiar with the child’s performance in different
subject areas.
1.
Are you the child’s primary teacher in language and literacy?
Alternative wording: Are you the teacher most knowledgeable about this child’s progress
in this subject area?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a. Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
b. If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2. I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-91
SECTION A: LANGUAGE AND LITERACY (KINDERGARTEN ITEMS)
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
A1. 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?" .........................
A2. 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. ........................................................
A3. Easily and quickly names all
upper– and lower-case letters of
the alphabet ..........................................
A4. Produces rhyming words – for
example, says a word that rhymes
with "chip," "shop," drink," – or "light.".
...............................................................
A5. Predicts what will happen next in
stories by using the pictures and
storyline for clues. .................................
A6. Reads simple books independently
– for example, reads books with a
repetitive language pattern ....................
A7. 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. .............................................
A8. 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 a
sentence ................................................
A9. Uses the computer for a variety of
purposes – for example, by drawing
a picture, or counting objects, or
typing numbers, letters, or words...........
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-92
1.
Are you the teacher most knowledgeable about this child’s progress in this general knowledge?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a. Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
b. If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2. I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-93
SECTION B: GENERAL KNOWLEDGE (KINDERGARTEN ITEMS)
THIS CHILD …
B1.
B2.
B3.
B4.
B5.
Recognizes distinct differences in
habits and living patterns between
him/herself and other groups 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 ..............................................
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 ...................
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. ...........
Forms explanations based on
observations and explorations – for
example, by describing or drawing the
conditions (water, soil, sun) that help
a plant grow, or by explaining that a
block will slide more quickly down a
steeper slope. .......................................
Classifies and compares living and
non-living 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.”.......
CIRCLE ONE FOR EACH ITEM
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-94
1.
Are you the child’s primary teacher in mathematics?
Alternative wording: Are you the teacher most knowledgeable about this child’s progress
in this subject area?
1a.
If you are not the child’s primary teacher in this subject area, please do one of the
following:
a. Consult with the person most familiar with the child’s progress in this subject area to
complete this scale, and circle 1 below.
b. If you cannot consult with a person knowledgeable about this subject area, skip this
subject area, circle 2 below, and go on to the next subject area.
1.
I consulted with someone else to complete this scale
2. I am unable to consult with a person knowledgeable about this subject area, so I am
skipping it
C-95
SECTION C: MATHEMATICAL THINKING (KINDERGARTEN ITEMS)
THIS CHILD …
C1. 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." ........................
C2. Orders a group of objects – for
example, by ordering rods or sticks by
length, or arranging paints from
lightest to darkest, or musical
instruments from softest to loudest ........
C3. 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...............
C4. Solves problems involving
numbers using concrete objects –
for example "Vera has six 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?" ..
C5. 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.”................................................
C6. 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....................................................
C7. Uses a variety of strategies to
solve math problems – for example,
using manipulative materials, looking
for a pattern, or acting out a problem.....
C8. Demonstrates an understanding of
fractions such as ¼ and ½, for
example, by coloring one-half of a
circle
CIRCLE ONE FOR EACH ITEM
Not
Yet
Beginning
In
Progress
Intermediate
Proficient
Not
Applicable
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-96
SECTION D. SPECIFIC ACADEMIC SKILLS – FIRST GRADE
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
D1. Language and Literacy
a.
b.
c.
d.
e.
f.
g.
h.
i.
Contributes relevant information to
classroom discussions – for example,
during a class discussion, can express
an idea or a personal opinion on a topic
and the reasons behind the opinion ...........
Understands and interprets a story or
other text read to him/her – for example,
by writing a sequel to a story, or
dramatizing part of a story, or posing a
question about why a particular story
event occurred as it did ..............................
Reads words with regular vowel sounds
– for example, reads "coat", "junk", "lent",
"chimp", "halt", or "bite." .............................
Reads words with irregular vowel sounds
– for example, reads "through," "point,"
"enough," or "shower."................................
Reads first grade books independently
with comprehension – for example, reads
most words correctly and answers
questions about what was read, make
predictions while reading, and retells
story after reading ......................................
Reads first grade books fluently – for
example, easily reads words in
meaningful phrases rather than reading
word by word ..............................................
Composes a story with a clear beginning,
middle, and end ..........................................
Demonstrates an understanding of some
of the conventions of print – for example,
appropriately using question marks,
exclamation points, and quotation marks ...
Uses the computer for a variety of
purposes – for example by writing a page
for a class book, or looking up
information on a topic of interest, or
solving math problems, or recording a
scientific observation ..................................
C-97
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
D2. General Knowledge
a. Identifies similarities and differences in
group habits and living patterns – for
example, compares and contrasts customs
and traditions (forms of transportation,
clothing, food, housing, holidays) in
different groups or cultures.........................
b. Recognizes some ways in which people
rely on each other for goods and services
– for example, by making a list of all the
jobs involved in getting milk to the
supermarket, or writing stories or research
reports based on interviews with
community workers.....................................
c. Shows a beginning understanding that
maps represent actual places – for
example, by making maps of his/her
classroom, bedroom, or school and
labeling them, or locating where a parent
was born on a world map or globe .............
d. Makes logical predictions when pursuing
scientific investigations – for example,
looking closely at a group of objects before
predicting if they are magnetic or not .........
e. Forms explanations and conclusions
based on observation and investigation –
for example, by explaining the best
growing conditions for a plant after
investigating with light and water, or
concluding that earthworms come out of
the soil because it's raining after paying
attention to the sidewalks on a rainy day ...
f. Classifies and compares living and nonliving things in different ways – for
example, by classifying vegetables that
grow above or below the ground, or
classifying different sounds as either low
pitch or high pitch, or measuring objects
and classifying them by size or weight .......
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-98
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
D3. Mathematical Thinking
a. Demonstrates an understanding of place
value – for example, by explaining that
fourteen is ten plus four, or using two
stacks of ten and five single cubes to
represent the number 25 ............................
b. Models, reads, writes, and compares
whole numbers – for example, recognizing
that 30 is the same quantity if it is 30
rabbits or 30 tallies or 15 + 15 red dots, or
describing that the number 25 is smaller
than 4 .........................................................
c. Counts change with two different types of
coins – for example, two quarters and a
nickel, or three dimes and two pennies ......
d. Surveys, collects, and organizes data into
simple graphs – for example, making tally
marks to represent the number of children
who want to play jump rope at recess, or
making a picture, bar, line, or circle graph
to show the different kinds of fruit children
bring to school and the quantity of each
type.............................................................
e. Makes reasonable estimates of quantities
– for example, looking at a group of
objects and deciding if it is more than 10,
about 50, or less than 100 ..........................
f. Measures to the nearest whole number
using common instruments – for example,
rulers, or tape measures, or
thermometers, or scales .............................
g. Uses a variety of strategies to solve math
problems – for example, using
manipulative materials, using trial and
error, making an organized list or table,
drawing a diagram, looking for a pattern,
acting out a problem, or talking with others
h. New item: Demonstrates an
understanding of fractions such as ¼, 1/3,
and ½ - for example, by coloring one-third
of a set of marbles. (include a gradeappropriate example here) .........................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-99
SECTION E. SPECIFIC ACADEMIC SKILLS – SECOND/THIRD GRADE
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E1. Language and literacy
(with third-grade examples)
a. Conveys ideas clearly when speaking –
for example, presents a well-organized
oral report, or uses precise language to
express opinions, feelings, and ideas, or
provides relevant answers to questions
that summarize classmate’s concerns .......
b. Uses various strategies to gain information
– for example, uses the index or table of
contents to locate information, or uses
encyclopedias or other reference
books/media to learn about a topic ............
c. Reads fluently – for example, easily reads
words as part of meaningful phrases
rather than word by word including words
with three or more syllables, such as
rambunctious, residential, genuinely, and
pneumonia..................................................
d. Reads third grade books (fiction)
independently with comprehension – for
example, relates why something
happened in a story, or identifies emotions
of characters in a story, or identifies a
turning point in the story .............................
e. Reads and comprehends expository text –
for example, after reading about how early
colonists lived, creates a chart comparing
life today with colonial life, or after reading
a children’s news story about pollution,
identifies cause and effect relationships, or
summarizes main ideas and the
supporting details in a science or social
studies selection .........................................
f. Composes multi-paragraph
stories/reports– for example, writes a
report by developing and following an
outline, or writes stories with a clear plot
and distinct characters ...............................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-100
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Language and literacy
(with third-grade examples) (continued)
g. Rereads and reflects on writing, making
changes to clarify or elaborate – for
example, adds more adjectives and
description, or includes additional details
to increase clarity, or combines choppy
sentences ...................................................
h. Makes mechanical corrections when
reviewing a rough draft – for example,
rereads a story and adds omitted words,
or correct spelling and capitalization
errors, or adds end punctuation when
necessary ...................................................
i.
Uses the computer for a variety of
purposes – for example, to write reports or
stories formatting them correctly, or to use
a database to retrieve information ..............
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-101
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E2. Mathematical thinking
(with third-grade examples)
a. Creates and extends patterns – for
example, extends an alternating pattern
involving addition and subtraction (+3, -1,
+3, -1, +3… or +5, -3, +5, -3,…) or creates
a complex visual pattern (aabc) .................
b. Uses a variety of strategies to solve math
problems – for example, adds 100 and
then subtracts 4 when doing the mental
math problem 467+96, or writes the
algorithms or equations needed to solve a
word problem, or orders steps sequentially
in a multistep problem ................................
c. Recognizes properties of shapes and
relationships among shapes – for
example, recognizes that rectangles are
composed of two right triangles, or
demonstrates congruence by copying the
exact size and shape of a pentagon onto a
geoboard ....................................................
d. Uses measuring tools accurately – for
example, measures with rulers to the
quarter-inch, or measures liquids to the
nearest milliliter ..........................................
e. Shows understanding of place value with
whole numbers – for example, correctly
orders the numbers 19,321, 14,999,
9,900, and 20,101 from least to greatest,
or correctly regroups when adding and
subtracting ..................................................
f. Makes reasonable estimates of quantities
and checks answers – for example,
estimates the cost of a list of 8 different
items and compares to actual cost, or
estimates the perimeter of a bulletin board
and then checks with a yardstick................
g. Surveys, collects, and organizes data into
simple graphs – for example, charts
temperature changes over time, or makes
a bar or line graph comparing the
population in different cities of their state,
or interprets a pictograph in which each
symbol represents 5 people .......................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-102
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
Mathematical thinking
(with third-grade examples) (continued)
h. Models, reads, writes, and compares
fractions – for example, shows that 1/2 of
the candy bar is 1/4 + 1/4, or shows that
1/4 of a set of 12 is 3 ..................................
i.
Divides a 3 digit number by a 1 digit
number – for example, 3484 or 2286 .....
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-103
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E3. Science skills and knowledge
(with third-grade examples)
a. Makes logical predictions when
conducting scientific investigations – for
example, predicts that water will heat
faster in the sun in a black cup than in a
white cup, or predicts that the plants on
the south side of the building will grow
more quickly than the ones on the north
side .............................................................
b. Communicates scientific information – for
example, documents predictions,
observations, and conclusions when doing
an investigation, or makes diagrams of
closed and open circuits, or makes line
graphs of the height of plants over time .....
c. Classifies and compares living and nonliving things in different ways – for
example, compares plant and animal
needs, or sorts substances according to
whether they dissolve in water, or sorts
rocks by hardness and brittleness ..............
d. Forms explanations and conclusions
based on observation and investigation –
for example, explains why one boat floats
and another does not, or concludes that
the candle stays lit longer under the larger
jar because there is more oxygen
available, or explains how many layers of
clothing provide insulation against heat
loss .............................................................
e. Demonstrates understanding of physical
science concepts – for example, explains
that friction slows a block going down an
inclined plane, or identifies the state of
matter (solids, liquids, gases) of different
substances, or identifies simple machines
that help lift heavy objects ..........................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-104
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E3. Science skills and knowledge
(with third-grade examples) (continued)
f. Demonstrates understanding of life
science concepts – for example, describes
some characteristics that are inherited, or
draws a diagram of a food chain, or
explains the functions of parts of a plant,
or categorizes foods according to the
groups on the food pyramid........................
g. Demonstrates understanding of earth and
space science concepts – for example,
explains why we have seasons, or labels
condensation and evaporation on a
diagram of the water cycle, or describes
the difference between a planet and a
moon...........................................................
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-105
CIRCLE ONE FOR EACH ITEM
THIS CHILD …
E4. Social studies skills and knowledge
(with third-grade examples) (continued)
a. Identifies similarities and differences in
habits and living patterns between
him/herself and other groups of people –
for example, makes a mural representing
the lifestyles of Native Americans long ago
and today, or contrasts colonial life in the
1700s with U.S. life in current times ...........
b. Shows understanding of the purpose and
structure of government functions (basic
rights and responsibilities of a democratic
government) – for example, by choosing
one of the rights listed in the Bill of Rights
and explaining how someone could be
restricted if they did not have this right, or
by outlining the major responsibilities of
the President or Governor ..........................
c. Demonstrates understanding of the ways
in which the past influences the present –
for example, describes the contributions of
significant Americans such as Hamilton,
Franklin, M.L. King, or describes the
impact of technology, such as the cotton
gin or the automobile, on life in America ....
d. Recognizes the reciprocal influence of
environment on people – for example,
explains why people might settle in cities,
or explains how crops and housing in
different regions of the country are
influenced by the climate and terrain of
their environment, or explains the
importance of major rivers ..........................
e. Knows how to use maps and globes to
locate and derive information – for
example, locates their own state in relation
to the U.S. and the rest of the world, or
uses grids to locate cities, or reads map
legends, or identifies differences between
political boundaries and physical
boundaries on maps and globes ................
f. Demonstrates understanding of the U.S.
economic system – for example, explains
the basic functions of banks, or describes
how scarcity affects price, or explains the
effects of supply and demand, or
distinguishes between goods and services
Not
Applicable
(alternative
category label:
Skill not yet
Proficient
taught)
Not
Yet
Beginning
In
Progress
Intermediat
e
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
C-106
Social Skills
E5.
Twenty-four items ask teachers to rate children in their classroom on social skills (including their
ability to exercise self-control, interact with others, resolve conflict, and participate in group
activities); problem behaviors (e.g., fighting, bullying, arguing, anger, depression, low self-esteem,
impulsiveness, etc.); and learning dispositions (e.g., curiosity, self-direction, and inventiveness).
The items are not listed as they are copyright protected.
New item
Source: Behavioral Regulation subscales from the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, &
Kenworthy, (2000)
E6.
Twenty-eight items from the BRIEF ask teachers to assess executive functioning of the children
in their classroom, such as inhibition, shifting and flexibility, and emotional control. The items are
not listed as they are copyright protected.
C-107
SECTION F. STUDENT INFORMATION
F1.
In which grade is this child enrolled?
Kindergarten ..........................................
First grade ..............................................
This is an ungraded classroom ...............
Second grade ........................................
F2.
1
2
3
4
In what type of kindergarten program is this child enrolled?
Full-day program..................................... 1
Morning part-day program ...................... 2
Afternoon part-day program.................... 3
F3.
Was this child retained in grade at the end of the (2009-2010) 2010-2011 school year?
Yes.......................................................... 1
No .......................................................... 2
F4.
How long has this child been in your classroom this school year?
Entire school year .........................................................................
More than one semester but less than the entire school year ......
More than one quarter but less than one semester ......................
Less than one quarter of the school year ......................................
F5.
Please record the total number of absences for this child for the current school year.
No absences...........................................
1 – 4 absences .......................................
5 – 7 absences .......................................
7-10 absences ........................................
More than 10 absences ..........................
F6.
1
2
3
4
1
2
3
4
5
Has this child ever fallen two or more weeks behind in school work this year? CIRCLE ONE
NUMBER.
Yes.......................................................... 1
No ........................................................... 2
C-108
F7.
Why has this child fallen behind in school work?
A health problem.....................................
A disciplinary problem.............................
Lack of effort ...........................................
Disorganized...........................................
Lacks pre-requisite skills.........................
Some other reason
(please specify)___________________
F8.
1
2
3
4
5
6
Does this child receive instruction in any of the following types of programs in your school?
CIRCLE ONE NUMBER ON EACH LINE.
No
Yes
a. Individual tutoring program in reading....................................
1
2
b. Pull-out small group program in reading ................................
1
2
c. Individual tutoring program in mathematics ..........................
1
2
d. Pull-out small group program in mathematics........................
1
2
e. Gifted and talented program in reading .................................
1
2
f.
Gifted and talented program in mathematics .........................
1
2
g. Program for children with behavioral or emotional problems.
1
2
h. Pull-out speech-language therapy for children with speech
or language disorders/impairments........................................
1
2
i.
Special education program
(do not include speech therapy).............................................
1
2
New subitem f from the Longitudinal Study of NCLB
F9.
Did this child participate in any of the following federally funded Title I programs or services
offered by the school during this school year? CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
f.
g.
F10.
Title I reading .........................................................................
Title I math .............................................................................
Title I English/language arts...................................................
Title I combined reading/English/language arts .....................
Title I ELL/Bilingual ................................................................
Title I extended-time or after-school program
Title I (PLEASE SPECIFY): .................................................
Yes
1
1
1
1
1
No
2
2
2
2
2
Not
Offered
3
3
3
3
3
1
2
3
Does this child receive (or has he/she received during the past year) instruction and/or related
services in any of the following types of programs in your school outside of the regular school
day? CIRCLE ONE NUMBER ON EACH LINE.
Yes
a.
b.
c.
d.
Instruction or services before school .....................................
Instruction or services after school ........................................
Instruction or services on weekends......................................
Summer program during the summer of 200__ .....................
C-109
01
01
01
01
Not
No Provided
02
02
02
02
03
03
03
03
F11.
Does the student have a first language other than English?
Alternative question stem: “Is English this child’s native language?”
YES......................................................... 1
NO .......................................................... 2 (Go to ____)
F12.
Does this child receive instruction in any of the following types of programs in your school?
CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
F13.
Yes
No
1
1
2
2
Pull-out English as a Second Language (ESL) program
(instructional program designed to teach listening,
speaking, reading, and writing English language skills to
children with limited English proficiency) ..............................
In-class English as a Second Language (ESL) program .......
How often AND how much time does this child usually receive ESL or ELL program instruction,
whether as a whole class, in small groups, or in individualized arrangements?
F13a.
How many days?
Never ......................................................
Less than one day a week ......................
1 day a week...........................................
2 days a week.........................................
3 days a week.........................................
4 days a week.........................................
5 days a week.........................................
F13b.
1
2
3
4
5
6
7
How much time per day (on the days this is done)
Less than 1/2 an hour a day ...................
½ an hour to 1hour ................................
1 to 1 ½ hours.........................................
1 ½ to 2 hours ........................................
2 to 2 ½ hours.........................................
2 ½ to 3 hours.........................................
More than 3 hours ..................................
C-110
1
2
3
4
5
6
7
New Item
Source: NAEP 2000
F14.
During this school year, what percentage of this child’s academic instruction is provided in
his/her native language?
None of the time .....................................
Less than half of the time........................
Half of the time........................................
More than half of the time .......................
Almost all the time ..................................
F15.
How much time per day do you and any other teacher or aide speak any non-English language in
each of your classes?
1 - 15 minutes ........................................
16 - 30 minutes .......................................
31 - 60 minutes .......................................
More than 60 minutes .............................
F16.
1
2
3
4
5
1
2
3
4
Does this child have an IEP/IFSP on record with the school?
Yes.......................................................... 1
No ........................................................... 2
F17. To what extent did this child participate in any grade-level assessment administered as part of the
school’s testing program during the current school year?
Child did not participate in the school’s testing or
assessment program ..................................................................... 1
Child participated in the school’s testing or assessment
program to a limited degree .......................................................... 2
Child participated fully in the school’s testing or
assessment program ..................................................................... 3
There are no schoolwide assessments at this grade level ............ 4
Don’t know ..................................................................................... 5
F18.
Did this child receive special accommodations (e.g., for a disability or limited-English proficiency)
to participate in the school’s testing or assessment program?
Yes.......................................................... 1
No ........................................................... 2
Don’t know .............................................. 3
C-111
F19.
On average how often do you meet with school staff (i.e., administrators, other teachers,
specialists, counselors) to discuss this child’s program and progress?
Several times a week..............................
Several times a month ............................
Once a month .........................................
A few times over the school year ............
Once ......................................................
Never .....................................................
F20.
During structured play time, how does this child compare with other children in the class in terms
of physical activity? CIRCLE ONLY ONE NUMBER.
A lot less active than most .....................
A little less active than most ...................
About the same as most ........................
A little more active than most .................
A lot more active than most ....................
F21.
01
02
03
04
05
During unstructured play time, how does this child compare with other children in the class in
terms of physical activity? CIRCLE ONLY ONE NUMBER.
A lot less active than most .....................
A little less active than most ...................
About the same as most ........................
A little more active than most .................
A lot more active than most ....................
F22.
1
2
3
4
5
6
01
02
03
04
05
Are you this child's primary teacher in the following subject areas? IF NO, PLEASE WRITE THE
NAME OF THE CHILD'S TEACHER FOR THIS SUBJECT ON THE LINE PROVIDED.
Reading/ language arts
Mathematics
Science
Social studies
Yes
No
Teacher name
01
01
01
01
02
02
02
02
________________________
________________________
________________________
________________________
C-112
F23.
F24.
F25.
Overall, how would you rate this child's academic skills in each of the following areas, compared
to other children of the same grade level? CIRCLE ONLY ONE NUMBER.
Far
below
average
Below
average
Average
Above
average
Far
above
average
a.
Language and literacy skills .......
1
2
3
4
5
b.
Science and social studies ........
1
2
3
4
5
c.
Mathematical skills ....................
1
2
3
4
5
Overall, how would you rate this child's academic skills in each of the following areas, compared
to other children of the same grade level? CIRCLE ONLY ONE NUMBER.
Far
below
average
Below
average
Average
Above
average
Far
above
average
a.
Language and literacy skills .......
1
2
3
4
5
b.
Science .....................................
1
2
3
4
5
c.
Social studies
d.
Mathematical skills ....................
1
2
3
4
5
How often does this child work to the best of her/his ability? CIRCLE ONLY ONE NUMBER.
Never .....................................................
Seldom....................................................
Usually ...................................................
Always ....................................................
F26.
How many achievement groups in reading do you currently have in this
ONE NUMBER.
I do not use achievement groups
for reading ..............................................
Two .........................................................
Three ......................................................
Four .......................................................
Five .........................................................
C-113
1
2
3
4
child's class? CIRCLE
1 (Go to Q__)
2
3
4
5
F27.
In which reading group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP NUMBER
BELOW.
_________ Achievement Group
F28.
Has this child moved to a higher or lower reading achievement group, or not moved during this
school year? CIRCLE ONE NUMBER.
Moved to a higher group ........................
Moved to a lower group ..........................
Moved to both higher and lower groups .
Not moved ..............................................
1
2
3
4
F29.
How many achievement groups in mathematics do you currently have in this child's class?
CIRCLE ONE NUMBER.
I do not use achievement
groups for reading ................................ 1 (Go to Q__)
Two ......................................................... 2
Three ...................................................... 3
Four ....................................................... 4
Five ......................................................... 5
F30.
In which mathematics group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP NUMBER
BELOW.
_________ Achievement Group
F31.
Has this child moved to a higher or lower mathematics achievement group, or not moved during
this school year? CIRCLE ONE NUMBER.
Moved to a higher group ........................
Moved to a lower group ..........................
Moved to both higher and lower groups .
Not moved ..............................................
C-114
1
2
3
4
F32.
During this school year, have this child's parents/guardians participated in the following activities?
CIRCLE ONE NUMBER ON EACH LINE.
a.
b.
c.
d.
e.
F33.
1
1
1
1
2
2
2
2
3
3
3
3
During this school year, have this child's parents/guardians done the following?
a.
b.
c.
F34.
Attended regularly-scheduled conferences at your school ....
Attended parent/teacher informal meetings that you
initiated to talk about the child's progress ..............................
Returned your telephone calls ...............................................
Initiated contact with you........................................................
Volunteered to help in your classroom or school ...................
Not Applicable/
Not Offered
3
Yes No
1
2
Attended regularly-scheduled conferences at your school ....
Contacted you about the child’s school experiences outside
of regularly scheduled conferences .......................................
Volunteered to help in your classroom or school ..................
Not Applicable/
Not Offered
3
Yes No
1
2
1
1
2
2
3
3
During this school year, besides regular teacher conferences, have you communicated with this
child's parents? CIRCLE ONE NUMBER.
Yes................................................................................................. 01 (GO TO 13)
No ................................................................................................. 02
F35.
Was the purpose to discuss … CIRCLE ONE NUMBER ON EACH LINE.
Behavior problems the child is having in school? .........................
Any problems the child is having with school work? .....................
Anything the child is doing particularly well in or better
in at school?...............................................................................
Or, something else? ......................................................................
F36.
Yes
1
1
No
2
2
1
1
2
2
When you assign homework for this class, how often does this child complete it?
Homework not assigned .........................
Never ......................................................
Rarely .....................................................
Some of the time.....................................
Most of the time ......................................
All of the time ..........................................
C-115
1
2
3
4
5
6
SECTION G. TEACHER-CHILD RELATIONSHIPS
New item set
Source: “Student-Teacher Relationship Scale™ (STRS) Robert C. Pianta, PhD.”
Twenty-eight items ask teachers to rate the relationships they have with the children in their classrooms,
in terms of the level of closeness and the level of conflict in the relationships. The individual
items are not listed as they are copyright protected.
DATE QUESTIONNAIRE COMPLETED:
_____/_____/_____
Month Day Year
C-116
| File Type | application/pdf |
| File Title | Microsoft Word - Appendix C.doc |
| Author | tomasino-rosales_l |
| File Modified | 2009-01-05 |
| File Created | 2009-01-05 |