Parent Interview, Classroom and Special Ed Teacher Questionnaires, School Administrator and Coordinator Questionnaires, and Recruitment, and Child Questions for Hearing Screening

Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011) Spring First-Grade and Fall Second-Grade Data Collections

Appendix C ECLS-K2011 Spr1st and Fal2nd Gr - General Classroom Teacher Questionnaires

Parent Interview, Classroom and Special Ed Teacher Questionnaires, School Administrator and Coordinator Questionnaires, and Recruitment, and Child Questions for Hearing Screening

OMB: 1850-0750

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APPENDIX C
GENERAL CLASSROOM TEACHER
QUESTIONNAIRES

Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011)
Spring First-Grade and Fall Second-Grade National Data Collections

OMB Clearance Package
# 1850-0750 v.10

Spring First-Grade General Classroom Teacher
Teacher-/Classroom-Level Questionnaire for
Teachers of Study Children in First Grade

Spring 2012
Teacher Questionnaire
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850

LABEL

Use a black or blue ball point pen or #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 1850-0750. Approval expires 5/31/2013. The time required to complete
this information collection is estimated to average 30 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information requested.
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. 20202-4537. 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., Room 9086, Washington, D.C. 20006-5650.

The collection of information in this survey is authorized by 20 U.S.
Code, Section 9541. 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 (20 U.S. Code, Section 9573). 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 except as
required 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.

This questionnaire contains several sections:
a) Classroom and student characteristics
b) Class organization and resources
c) Instructional activities and curricular focus
d) Parent involvement
e) Evaluation and grading practices
f) School and staff activities
g) Views on school climate and the school environment
h) Teacher background
Taking part in the study is voluntary. You may stop at any time or choose not to answer a question you do not
want to answer. However, only you can provide this information. Although we realize you are very busy, we
urge you to complete this questionnaire as completely and accurately as possible. The information you
provide is being collected for research purposes only and will be protected from disclosure to the fullest extent
allowable by law (Education Sciences Reform Act of 2002, 20 U.S.C. § 9573). Information from multiple
individuals will be combined to produce statistical reports; no information that identifies you will be included in
any reports or provided to students, their parents, or other school staff.
Please record your answers directly on the questionnaire by marking the appropriate answer (as instructed on
the next page) or by writing your responses in the space provided. Your best estimates are acceptable
answers.

DEFINITIONS
For the purposes of this study, the following definitions apply.
•
•
•

Kindergarten: Traditional year of school primarily for 5-year olds prior to first grade.
Transitional (or readiness) kindergarten: Extra year of school for kindergarten-age eligible children who are
judged not ready for kindergarten.
Transitional first (or pre-first) grade: Extra year of school for children who have attended kindergarten but
have been judged not ready for first grade.

Reference is made to English language learners (ELL), as well as to English as a Second Language (ESL),
bilingual education, and dual-language programs in this questionnaire. For this study, the following definitions
apply:
•
•

•
•

Bilingual education program: A program in which a certified teacher uses a student’s home language to
varying degrees, in conjunction with English, to teach English and academic content to students with
limited proficiency in English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students to
develop language proficiency in two languages by receiving content instruction in English and another
language in a classroom that usually consists of both native English speakers and native speakers of the
other language.
THANK YOU VERY MUCH FOR YOUR HELP.

MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN OR A SOFT LEAD (#2)
PENCIL TO COMPLETE THIS QUESTIONNAIRE. DO NOT USE A FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:

Write words like this:

John Smith

SECTION A. CLASSROOM AND STUDENT CHARACTERISTICS

A1.

As of today’s date, how many children…
WRITE NUMBER IN BOX.
WRITE “0.”

IF THERE ARE NO CHILDREN IN A PARTICULAR CATEGORY,

Number of
children
a. Are currently enrolled in your class?
b. Have joined the class since the beginning of the
school year?
c.

Have left the class since the beginning of the school
year?

Hours/day
A2.

How many hours per day does your class normally
meet? WRITE THE NUMBER TO THE NEAREST HALF
HOUR, FOR EXAMPLE, 5.0, 5.5, 6.0.

Days/week
A3.

How many days per week does your class normally
meet? WRITE NUMBER IN BOX.

A4.

Do you currently teach a multigrade class? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A6)

A5.

What grade levels are included in your class? MARK ALL THAT APPLY.

a. Prekindergarten
b. Transitional (or readiness) kindergarten
c.

Regular kindergarten

d. Transitional/pre-1st grade
e. 1st grade
f.

2nd grade

g. 3rd grade
h. 4th grade or higher

A6.

As of today's date, how many children in your class are the following ages? WRITE NUMBER
IN BOX. IF THERE ARE NO CHILDREN OF A PARTICULAR AGE, WRITE “0.”

Number of
children
a. 4 years old or younger

b. 5 years old

6 years old

d. 7 years old

e. 8 years old

9 years old

g. 10 years old or older

h. Total class enrollment (sum of a through g)

A7.

As of today's date, how many children in your class belong to each of the following
racial/ethnic groups? WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A
PARTICULAR RACE/ETHNICITY, WRITE “0.” IF YOU ARE NOT SURE ABOUT A CHILD’S
RACE/ETHNCITY, PLEASE CATEGORIZE HIM OR HER WHERE YOU THINK HE OR SHE FITS
BEST.

Number of
children
a. Hispanic/Latino of any race
b. American Indian or Alaska Native, not Hispanic or
Latino
c.

Asian, not Hispanic or Latino

d. Black or African American, not Hispanic or Latino
e. Native Hawaiian or Other Pacific Islander, not
Hispanic or Latino
f.

White, not Hispanic or Latino

g. Two or more races, not Hispanic or Latino

h. Total class enrollment (sum of a through g)

A8.

As of today's date, how many boys and girls are there in your class? WRITE NUMBER IN BOX.
IF NONE, WRITE “0.”

Number of
children
a. Number of boys

b. Number of girls

Total class enrollment (sum of a and b)

A9.

How many of the children in your class are repeating this grade this year? WRITE NUMBER IN
BOX. IF NONE, WRITE "0."

Number of
children
Number of children repeating this grade

A10.

How many children in your class…
WRITE NUMBER IN BOX. IF NONE, WRITE “0.”

Number of
children
a. Are classified as Gifted and Talented?

b. Are participating in a Gifted and Talented program?

Are below grade level in their English reading skills?

d. Are about on grade level in their English reading
skills?
e. Are above grade level in their English reading skills?

Are below grade level in their mathematics skills?

g. Are about on grade level in their mathematics skills?

h. Are above grade level in their mathematics skills?

Are tardy, on an average day?

Are absent, on an average day?

A11.

At this point in the school year, how would you rate the behavior of the children in your class?
MARK ONE RESPONSE.

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.

A12.

How many children in your class have a diagnosed disability? WRITE NUMBER IN BOX. IF
NONE, WRITE “0” AND SKIP TO Q A15.
Number of
children

A13.

How many of those children with a diagnosed disability are currently receiving special health
or educational services or accommodations for their disabilities, for example, speech therapy,
assistance by an aide in the classroom, or testing accommodations? WRITE NUMBER IN BOX.
IF NONE, WRITE “0.”
Number of
children

A14.

How many of those children with a diagnosed disability need more help than they are currently
receiving? WRITE NUMBER IN BOX. IF NONE, WRITE “0.”
Number of
children

THE NEXT SERIES OF QUESTIONS ASKS ABOUT THE USE OF DIFFERENT LANGUAGES IN THE
CLASSROOM BY TEACHERS, CHILDREN, AND OTHER ADULTS.

A15.

Are any languages other than English used by teachers, aides, or other adults in your
classroom? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A18)

A16.

How often is a non-English language used by teachers, aides, or other adults in your class in
the following ways? MARK ONE RESPONSE ON EACH ROW.

Never

Less
than half
the time

About
half the
time

More
than half
the time

All the
time

a. For academic instruction in
reading/literacy
b. For academic instruction in
mathematics
c.

For academic instruction in other
subjects

d. For instructional support (e.g.,
explaining directions)
e. For conversation
A17.

What languages are used for academic instruction in your class? MARK ALL THAT APPLY.
English
Spanish
French
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
An Asian Indian language
Sign language
Other language (PLEASE SPECIFY)

A18.

In which languages other than English are the books or other written materials in your
classroom? MARK ALL THAT APPLY.
None other than English
Spanish
French
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
An Asian Indian language
Sign language
Other language (PLEASE SPECIFY)

A19.

Do any of the children in your class speak a language other than English (aside from native
English speakers who are learning a foreign language)? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A21)

A20.

Which languages other than English are spoken by one or more children in your class? MARK
ALL THAT APPLY.
Spanish
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
An Asian Indian language
Sign language
Other language (PLEASE SPECIFY)

A21.

Do you have any children who are English language learners in your class? (English language
learners are children whose native language is one other than English and whose skills in
listening, speaking, reading, or writing English are such that they have difficulty understanding
school instruction in English.) MARK ONE RESPONSE.
Yes
No (SKIP TO Q B1)

A22.

How many English language learners (ELL) do you have in your class? WRITE NUMBER IN
BOX. IF NONE, WRITE “0.”

Number of
children
Number of ELL children

A23.

How many of the ELL children in your class receive instruction designed to teach listening to,
speaking, reading, and writing the English language to children with limited English
proficiency in the following ways? WRITE NUMBER IN BOX. IF NONE, WRITE “0.”

Number of
children
a. Receive no instruction for ELLs in the school

b. Receive instruction for ELLs within the regular class

A24.

Receive instruction for ELLs outside the regular class

If you provide specialized language instruction in your classroom for English language
learners, would you say this instruction is primarily…(MARK ONE RESPONSE):
a. English as a Second Language (ESL)?

b. Bilingual education?
c.

Dual-language program (also called two-way
immersion (TWI))?

d. No specialized language instruction provided.

A25.

Which languages other than English are spoken by you or any other teacher or aide to the ELL
children in your class for instructional support or conversation? MARK ALL THAT APPLY.
No language other than English
Spanish
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
An Asian Indian language
Sign language
Other language (PLEASE SPECIFY)

A26.

How often do English language learners (ELL children) in your class do each of the following
activities? MARK ONE RESPONSE ON EACH ROW. INCLUDE ACTIVITIES IN YOUR
CLASSROOM OR IN A PULL-OUT PROGRAM.
Once a
month
or less
a. Take assessments to monitor their
English language proficiency
b. Take assessments to assess their
progress in English reading and literacy
skills
c.

Work in small groups of ELL children or
individually on intensive English reading
and literacy skills

d. Work in a structured peer-assisted
setting (that is, ELL child is paired with a
non-ELL child)

2-3
times a
month

1-2
times a
week

3-4
times a
week

Daily

SECTION B. CLASS ORGANIZATION AND RESOURCES

B1.

In a typical day, how much time does a child in your class spend in the following types of
activities? MARK ONE RESPONSE ON EACH ROW. DO NOT INCLUDE LUNCH OR RECESS
BREAKS.

No
time

Half
hour or
less

About
one
hour

About
two
hours

About
three
hours

Four
hours
or
more

a. Working independently
b. Working on individual tasks under
teacher direction
c.

Working with peers under teacher
direction

d. Working in small groups with
teacher
e. Teacher lecture with large group
and/or large group discussion led
by teacher

B2.

During a typical day, how much time per day would you estimate that you spend on classroom
discipline and handling disruptive behavior? MARK ONE RESPONSE.
Less than 15 minutes a day
15 minutes to less than 30 minutes a day
30 minutes to less than 45 minutes a day
45 minutes to less than 1 hour a day
1 hour to less than 2 hours a day
2 hours or more a day

B3.

How often does the typical child in your class usually work on lessons or projects in the
following general subject areas, whether as a whole class, in small groups, or in individualized
arrangements? MARK ONE RESPONSE ON EACH ROW.

Never

Less
than
once a 1 day a 2 days 3 days 4 days 5 days a
week
week a week a week a week
week

a. Reading and language arts
b. Mathematics
c.

Social studies

d. Science
e. Music
f.

Art

g. Physical education
h. Dance/creative movement
i.

Theater/creative dramatics

Foreign language (excluding
English for ELL students)

B4.

On the days children work in these areas, how much time does the typical child in your class
usually work on lessons or projects in the following general subject areas? MARK ONE
RESPONSE ON EACH ROW.
Not
Applicable/
Never

Reading and
language arts

Mathematics

Social studies

Science

Music

Art

Physical
education

Dance/
creative
movement

Theater/
creative
dramatics

Foreign
language
(excluding
English for
ELL students)

B5.

Less
than ½
hour a
day

½ hour to
less than
1 hour

1 to less
than 1 ½
hours

1 ½ to
less than
2 hours

2 to less
than 2 ½
hours

2 ½ to
less than
3 hours

3 hours
or more

In an average week, how often do you divide your class into achievement groups for reading
and math activities or lessons? MARK ONE RESPONSE ON EACH ROW.

Never
a.

Reading

Mathematics

Less
than
once a
week

IF YOUR RESPONSE
IS “NEVER” FOR
BOTH a AND b, SKIP
TO Q B7.

1 day a
week

2 days
a week

3 days
a week

4 days
a week

5 days a
week

B6.

On days when you use achievement grouping, how many groups do you have in your class?
How many minutes is your class usually divided into achievement groups for reading and math
activities or lessons?
IF YOU DO NOT USE ACHIEVEMENT GROUPING IN THE SUBJECT LISTED, PLEASE WRITE "0"
IN THE NUMBER BOX AND SKIP TO THE NEXT QUESTION.
Number of
achievement
groups

B7.

Reading

Mathematics

1-15
minutes/
day

16-30
minutes/
day

31-60
minutes/
day

More than
60 minutes/
day

How often do the children in your class do the following activities? MARK ONE RESPONSE ON
EACH ROW.
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

a. Go to the school
library or media
center
b. Borrow materials
from the library or
media center

B8.

How many days a week do children have recess? WRITE NUMBER IN BOX. IF NONE, WRITE
“0” AND SKIP TO Q B10.
Days per week

B9.

On days when children have recess, between the school day starting time and the dismissal
time, how many times a day do children have recess? MARK ONE RESPONSE.
Once
Twice
Three or more times

B10.

In a typical day, how much time do children in your class spend in the following activities?
MARK ONE RESPONSE ON EACH ROW.

1-15 minutes

No time

16-30
minutes

31-45
minutes

Longer
than 45
minutes

a. Lunch
b. Free play indoors
c.

B11.

Free play outdoors
(including recess)

Do any of the following staff members provide direct instruction to students in your class who
are struggling or at risk of failure in reading or math? INCLUDE STAFF OTHER THAN
YOURSELF WHO PROVIDE DIRECT INSTRUCTION EITHER IN YOUR CLASS OR IN A PULLOUT SETTING. EXCLUDE PARAPROFESSIONALS/AIDES. MARK YES OR NO ON EACH ROW.
Yes
a.

A READING specialist/interventionist who has specialized training in reading
instruction

b. A MATH specialist/interventionist who has specialized training in math
instruction
c. A special education teacher

B12.

How many hours a week do different types of paid paraprofessionals/aides and/or volunteers
usually work directly with children on instructional tasks either in your classroom or in a pullout setting? WRITE THE NUMBER OF HOURS IN THE APPROPRIATE BOXES BELOW. IF
NONE, WRITE “0.”
a. General paraprofessionals/aides

Hours per week

b. Special education
paraprofessionals/aides

Hours per week

ESL or bilingual education
paraprofessionals/aides

d. Volunteers (e.g., parents, high school
students, community members)

Hours per week

B13.

How often are the following materials or resources used in your class? MARK ONE RESPONSE
ON EACH ROW.

Not
available

Once a
month
or less

Never

Two or
three
times a
month

Once or
twice a
week

Three or
four
times a
week

Daily

a. Art materials
b. Musical
instruments
c.

Costumes for
creative
dramatics/theater

d. Cooking or food
related items
e. Science equipment
(e.g., magnifying
glass, scales,
thermometers)

B14.

In row b, report the number of computers that can be brought into your classroom (for
example, laptops on carts) and the number of these that have Internet access. Indicate the
number that are generally brought in at one time. IF NONE, WRITE “0.”

Total number of devices
a. Located in your
classroom every day
b. Can be brought into your
classroom (e.g., laptop
on carts)

Number with Internet access

B15.

How frequently do you or your students use computers or the following electornic devices for
instructional purposes? Please include any desktop, laptop, or other computer-type devices.
MARK ONE RESPONSE ON EACH ROW.
Not
available
a. Computer (desktop, laptop or
other computer-type device
such as a tablet)
b. LCD or DLP projector
c.

Interactive whiteboard (e.g.,
SMART Board, Activboard)

d. Digital camera (still or video)
e. CD player or MP3 player/iPod
f.

DVD player or VCR

g. TV

Never

Rarely

Sometimes

Often

SECTION C. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS

Reading and Language Arts Instruction
C1.

How often do you use the following resources to teach reading in your class? MARK ONE
RESPONSE ON EACH ROW.
Never or
hardly ever
a. Basal reading series (a core or primary
reading text for all students)
b. Leveled or guided reading books
(multiple books, each at a specific
reading level)
c.

Newspapers and/or magazines

d. Reading kits (usually a boxed product,
which may contain student and teacher
materials, assessment materials, and
manipulatives)
e. Computer software for reading
instruction
f.

A variety of trade books
(e.g., novels, collections of poetry,
nonfiction)

g. Materials from other subjects
(e.g., science, social studies)
h. Manipulatives (e.g., plastic letters,
picture cards, letter cards, tiles)
i.

Big books

Decodable books, sound/symbol books

Read-along books paired with
audiobooks

Anthology (collection of literary works,
which may include poems, short
stories, plays, songs, excerpts, etc.)

Once or
twice a
month

Once or
twice a
week

Almost
every day

C2.

From the first day of school until today, please indicate how many days each of the following
READING skills and concepts has been covered in your class. Please include the time during
which you provide direct instruction as well as the time you spend supervising students as
they work. MARK ONE RESPONSE ON EACH ROW.
On
1-10
days

Not
taught
Key Ideas and Details
a. Identifying main ideas in a story
b. Retelling stories, including main
ideas and details
c.

Describing characters, settings,
and major events in a story

Craft and Structure
d. Identifying words and phrases
that suggest feelings or appeal
to the senses
e. Identifying who is telling a story
at different points in a text
Integration of Knowledge and Ideas
f.

Identifying main ideas and
details in informational text

g. Identifying the reasons an author
gives to support points in an
opinion piece
h. Describing similarities and
differences between two reading
selections
Range of Reading and Level of Text
Complexity
i.

Recognizing the differences
between fiction and non-fiction

Reading informational selections
of appropriate complexity for this
grade

Reading prose and poetry of
appropriate complexity for this
grade

Phonological Awareness
l.

Segmenting words into
phonemes

m. Manipulating phonemes to form
new words

On
11-20
days

On
21-40
days

On
41-80
days

On
more
than 80
days

C2.

(CONTINUED) From the first day of school until today, please indicate how many days each of
the following READING skills and concepts has been covered in your class. Please include the
time during which you provide direct instruction as well as the time you spend supervising
students as they work. MARK ONE RESPONSE ON EACH ROW.
On
1-10
days

Not
taught
Phonics and Word Recognition
n. Breaking spoken words into
sounds
o. Blending sounds to form words
p. Reading irregularly spelled
words
Fluency
q. Reading and rereading
passages orally with guidance
on pacing, intonation, and
expression
r.

Reading accurately and fluently
to support comprehension

Vocabulary
s.

Using text features such as
glossaries and other references
to learn word meanings

Using sentence-level context to
gain meaning of a word or
phrase

Comprehension
u. Identifying character, setting,
and plot
v.

Generating questions about
character, setting, and plot

w. Predicting what might occur next
in the text
Writing
x.

Writing an opinion piece, giving
reasons for the opinion

Writing an informational piece
that includes some facts on the
topic

Writing a narrative with two or
more appropriately sequenced
events

On
11-20
days

On
21-40
days

On
41-80
days

On
more
than 80
days

Mathematics Instruction
C3.

From the first day of school until today, please indicate how many days each of the following
MATH skills and concepts has been covered in your class. Please include the time during
which you provide direct instruction as well as the time you spend supervising students as
they work. MARK ONE RESPONSE ON EACH ROW.

On
1-10
days

Not
taught
Counting and Cardinality
a. Counting objects up to 20 to
establish quantity
b. Labeling relative quantity using
the terms “greater than,” “less
than,” “equal to,” “fewest,” or
“most”
Operations and Algebraic Thinking
c.

Solving word problems by
adding or subtracting numbers
equal to 20 or less

d. Solving word problems by
adding three numbers whose
sum is 20 or less
e. Working with problems that
demonstrate the relationship
between counting, addition, and
subtraction
f.

The meaning of the equal sign

g. Determining if both sides of an
equation are equal or not equal
using subtraction or addition
(e.g., 7=8-1; 5+2=2+5)
h. Solving for an unknown whole
number in an addition or
subtraction equation
(e.g., 8 + ? =11)
Number and Operations in Base Ten
i.

Counting to 120, starting at any
number less than 120

Reading and writing numerals
up to 120

Identifying the correspondence
between number and quantity
for quantities larger than 10

Identifying the numbers that
represent the tens and ones
places in a two-digit number
25

On
11-20
days

On
21-40
days

On
41-80
days

On
more
than 80
days

C3.

(CONTINUED) From the first day of school until today, please indicate how many days each of
the following MATH skills and concepts has been covered in your class. Please include the
time during which you provide direct instruction as well as the time you spend supervising
students as they work. MARK ONE RESPONSE ON EACH ROW.
On
1-10
days

Not
taught
Number and Operations in Base Ten
(continued)
m. Relative quantity when
comparing two-digit numbers,
using the symbols >, =, and <
n. Adding numbers that sum to 100
or less, including adding a twodigit number and a one-digit
number
o. Finding 10 more or 10 less than
a given two-digit number,
without having to count
p. Skip-counting by 5s, 10s, and/or
100s
Measurement and Data
q. Arranging three objects by
length
r.

Comparing the length of two
objects indirectly by using a third
object (nonstandard
measurement)

Measuring the length of an
object (e.g., a desktop) as a
whole number of length units, by
laying multiple copies of a
shorter object (e.g., a pencil)
end to end

Measuring the length of an
object in standard units, using
tools such as rulers, yardsticks,
meter sticks, and/or measuring
tapes

u. Estimating the length of an
object in standard units, such as
inches, feet, centimeters, and/or
meters
v.

Telling time in hours and half
hours

w. Writing time in hours and half
hours

On
11-20
days

On
21-40
days

On
41-80
days

On
more
than 80
days

C3.

Not
taught
Measurement and Data (continued)
x.

Solving word problems involving
quarters, dimes, nickels, and
pennies

Drawing a picture graph and/or a
bar graph to represent a data set
with up to four categories

Answering questions about the
data in a picture graph and/or a
bar graph, for example,
comparing one category with
another

Geometry
aa. Identifying the difference
between defining attributes of
shapes (e.g., triangles are threesided) versus non-defining
attributes (e.g., color, size)
bb. Putting two-dimensional or
three-dimensional shapes
together to create a composite
shape
cc. Partitioning simple shapes into
two and four equal shares
dd. Describing portions of simple
shapes using the words halves,
fourths, and quarters
ee. Identifying triangles,
quadrilaterals, pentagons,
hexagons, and cubes

On
11-20
days

On
21-40
days

On
41-80
days

On
more
than 80
days

Science and Social Studies Instruction
C4.

From the first day of school until today, please indicate how many days each of the
following SCIENCE skills and concepts has been covered in your class. Please include the
time during which you provide direct instruction as well as the time you spend supervising
students as they work. MARK ONE RESPONSE ON EACH ROW.
On
1-5
days

Not
taught
a. Using all 5 senses to make
observations
b. Using tools (e.g., lenses,
thermometers, rulers) to gather
information about objects
c.

Classifying and comparing
objects by their properties
(e.g., weight or size)

d. Making logical predictions
(hypotheses) based on
observations
e. Drawing conclusions based
upon evidence
f.

Communicating scientific
findings orally or in writing

g. Using graphs or charts to
describe findings

On
6-10
days

On
11-15
days

On
16-20
days

On
more
than 20
days

C5.

For this school year as a whole, please indicate if each of the following SCIENCE or SOCIAL
STUDIES topics or skills is taught either in your class in its own unit or lesson or as part of a
unit/lesson on a different topic. MARK ONE RESPONSE ON EACH ROW.

Taught in my
class
a. Three states of matter (gas, liquid, solid)
b.

Basic needs of plants (water, sunlight, etc.)

Characteristics of animal classes (mammals,
reptiles, birds, etc.)

d. Natural resources
e. Shadows and light
f.

Dinosaurs and fossils

g. Solar system and space
h. Weather
i.

Nutrition/healthy foods

Important figures and events in American history

Community resources (e.g., grocery store, police)

Map-reading skills

m. Different cultures
n.

Reasons for rules, laws, and government

o. Community service
p. Current events in the news

Not taught in my
class

C6.

In an average week, how many days a week is homework assigned? Please count homework
assigned over the weekend as one day. MARK ONE RESPONSE.

0 days (SKIP TO Q D1)
1 day
2 days
3 days
4 days
5 days
C7.

On days when homework is assigned, how much time do you expect children to spend on
homework in the following areas? MARK ONE RESPONSE ON EACH ROW.
I never
assign
homework
a. Reading and language arts
b. Math

1 to 10
minutes

11 to 20
minutes

21 to 30
minutes

More
than 30
minutes

SECTION D. PARENT INVOLVEMENT

D1.

How many regularly scheduled conferences do you have with a parent or guardian of each
child in your class during the school year? MARK ONE RESPONSE.
No conferences
One conference
Two conferences
Three or more conferences

D2.

What percentage of children in your class have parents who participate in the following
activities? MARK ONE RESPONSE ON EACH ROW.
None

1-25%

26-50%

51-75%

76% or
more

a. Attend teacher-parent conferences
b. Volunteer regularly to help in your
classroom or another part of the
school
c.

Attend open houses or parties

d. Attend art/music events or
demonstrations

D3.

During this school year, have you made contacts with parents in the following ways? MARK
ONE RESPONSE ON EACH ROW.

Never
a. Sent home letters, newsletters,
or other notices addressed to all
parents
b. Shared portfolios or other
collections of children's work for
parents to see
c. Used e-mail, list-serve, or
class/school website to send
out classroom updates or
information to parents
d. Used e-mail or written notes to
address individual questions or
concerns of parents
e. Talked to parents by telephone

One to
two
Three to
times five times

Six to
ten
times

11 to
14
times

15 or
more
times

SECTION E. EVALUATION AND GRADING PRACTICES

E1.

How important is each of the following in evaluating the children in your class for reporting to
parents? MARK ONE RESPONSE ON EACH ROW.
Not
important
a. Individual child's achievement
relative to the rest of the class
b. Individual child's achievement
relative to local, state, or
professional standards
c.

Individual improvement or
progress over past
performance

d. Effort
e. Class participation
f.

Daily attendance

g. Classroom behavior or
conduct
h. Cooperativeness with other
children
i.

Ability to follow directions

Somewhat
important

Very
important

Extremely
important

E2.

Across all subjects, how often do you use the following to assess your students? MARK ONE
RESPONSE ON EACH ROW.

Never
a. State or local standardized tests
b. Classroom tests or quizzes
(including those made by you
and those from other sources)
c.

Individual or group projects

d. Worksheets that you grade
e. Work samples (e.g., writing
sample, brief story, report)
f.

Teacher observation of
students’ mastery of objectives
or standards

1 or 2
times a
year

3 to 8
times a
year

1 or 2
times a
month

1 or 2
times a
week

3 or
more
times a
week

E3.

How often do you use a formal assessment in READING for the following purposes? MARK
ONE RESPONSE ON EACH ROW.

Never

Once a
year

a. To evaluate how well
each student is
responding to the
core curriculum
provided in the
general education
classroom
b. To monitor each
student’s progress on
specific skills over
the school year
c.

To identify the
deficits in specific
skills of struggling
students

d. To monitor the
progress of students
who fall below
benchmark levels
e. To determine
whether students
need placement in a
more or less
intensive level of
instruction

2 times
a year

3 to 4
times a
year

5 to 8
times a
year

1 to 2
times a
month

1 to 2
times a
week

E4.

How often do you use a formal assessment in MATH for the following purposes? MARK ONE
RESPONSE ON EACH ROW.

Never

Once a
year

2 times
a year

3 to 4
times a
year

5 to 8
times a
year

1 to 2
times a
month

1 to 2
times a
week

a. To evaluate how well
each student is
responding to the core
curriculum provided in
the general education
classroom
b. To monitor each
student’s progress on
specific skills over the
school year
c.

To identify the deficits
in specific skills of
struggling students

d. To monitor the
progress of students
who fall below
benchmark levels
e. To determine whether
students need
placement in a more
or less intensive level
of instruction

E5.

Which of the following do you use to provide parents with information about their children's
performance? MARK YES OR NO ON EACH ROW.
Yes
a. Standard report card (for example, a letter grade assigned for each
subject)
b. Progress report form (narrative report)
c.

Competency based checklists

d. Portfolio of child's work
e. Standardized test scores
f.

Benchmark assessments

SECTION F. SCHOOL AND STAFF ACTIVITIES

F1.

Did you participate in any professional development* within the last 12 months? MARK ONE
RESPONSE.
Yes
No (SKIP TO Q F4)
*Professional development may include continuing formal education; courses, conferences,
workshops, or in-service training; staff meetings that include staff development activities; and receiving
coaching or mentoring.

F2.

During the past 12 months, how often have you participated in the following staff development
and training activities? MARK ONE RESPONSE ON EACH ROW.

Never
a. Workshops involving study groups or
small-group problem solving
b. Direct instruction from an outside
consultant on a specific topic
c.

Release time for attending
professional conferences

d. College or university courses related
to your profession
e. Professional development via
distance learning (web-based, etc.)
f.

Workshops on using computers and
technology in the classroom

Once

2 times

3 to 4
times

More
than 4
times

F3.

How often did you participate in professional development activities covering the following
topics in last 12 months? MARK ONE RESPONSE ON EACH ROW.
Once

Never

2 times

3 to 4
times

More than
4 times

a. How to use assessment data to identify
students who are struggling or at risk of
failure in READING
b. How to use assessment data to identify
students who are struggling or at risk of
failure in MATH
c.

How to use and apply assessment data
to guide READING instruction

d. How to use and apply assessment data
to guide MATH instruction
e. How to implement the READING
curriculum
f.

How to implement the MATH
curriculum

F4.

Have you received support from any of the following staff members during the current
academic year? MARK ONE RESPONSE ON EACH ROW. IF THE RESOURCE IS NOT
AVAILABLE TO YOU, MARK THE LAST COLUMN.
No,
support
not
received
Yes,
but
Resource not
support
available
received available
a. A school or district staff member whose role is
to provide ongoing training and support to
classroom teachers in the delivery of effective
READING instruction
b. A school or district staff member whose role is
to provide ongoing training and support to
classroom teachers in the delivery of effective
MATH instruction
c. A school or district staff member who provides
ongoing training and support to classroom
teachers in the delivery of effective behavioral
supports
d. A school or district staff member to support
teachers in collecting, organizing, and managing
assessment data
e. A school or district staff member to support
teachers in the interpretation and use of
assessment data to guide instruction

F5.

Have you been observed by a peer for the purpose of receiving instructional feedback during
the current academic year? MARK ONE RESPONSE.
Never
Once a year
2 times a year
3 or 4 times a year
More than 4 times a year

SECTION G. VIEWS ON SCHOOL CLIMATE, AND SCHOOL ENVIRONMENT

G1.

Please indicate the extent to which you agree or disagree with each of the following statements
about your school. MARK ONE RESPONSE ON EACH ROW.

Strongly
disagree
a. The level of child misbehavior (for
example, noise, horseplay, or fighting
in the halls or cafeteria) in this school
interferes with my teaching
b. Many of the children I teach are not
capable of learning the material I am
supposed to teach them
c.

I feel accepted and respected as a
colleague by most staff members

d. Teachers in this school are
continually learning and seeking new
ideas
e. Routine administrative duties and
paperwork interfere with my job of
teaching
f.

Parents are supportive of school staff

g. There is a great deal of cooperative
effort among the staff members
h. In this school, staff members are
recognized for a job well done
i.

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 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

G2.

To what extent do you agree or disagree with the following statements? MARK ONE
RESPONSE ON EACH ROW.
Strongly
disagree

Disagree

a. I am adequately trained to
teach the children with
disabilities who are in my
class
b. Inclusion of children with
disabilities in my class has
worked well
c.

I am adequately trained to
teach English language
learners in my class

d. Inclusion of English language
learners in my class has
worked well
e. I have the resources I need
to teach the children in my
class who have disabilities
f.

I have the resources I need
to teach the children in my
class who are English
language learners

Neither
agree nor
disagree

Agree

Strongly
agree

Not
applicable

G3.

To what extent do you agree or disagree with each of the following statements? MARK ONE
RESPONSE ON EACH ROW.

Strongly
disagree
a. If I try really hard, I can get through even
to the most difficult or unmotivated
students.
b. If some students in my class are not
doing well, I feel that I should change my
approach to the subject.
c.

By trying a different teaching method, I
can significantly affect a student’s
achievement.

d. There is really very little I can do to
ensure that most of my students achieve
at a high level.
e. I work to create lessons so my students
will enjoy learning and become
independent thinkers.
f.

I feel sometimes it is a waste of my time
to try to do my best as a teacher.

g. The attitudes and habits students bring
to my class greatly reduce their chances
for academic success.
h. My success or failure in teaching is due
primarily to factors beyond my control
rather than to my own effort or ability.
i.

The amount a student can learn is
primarily related to family background.

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.

I really enjoy my present teaching job.

m. I am certain I am making a difference in
the lives of the children I teach.
n. If I could start over, I would choose
teaching again as my career.

Disagree

Neither
agree
nor
disagree

Agree

Strongly
agree

G4.

Indicate how much you agree or disagree with the following statements about your school and
staff. MARK ONE RESPONSE ON EACH ROW.

Strongly
disagree

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

a. There is a consensus among
administrators and teachers on
goals and expectations
b. We have an active professional
development program for
teachers
c.

G5.

Teachers are very active in
planning staff development
activities in this school

For each of the following statements about READING, indicate how strongly you agree or
disagree. MARK ONE RESPONSE ON EACH ROW.
Neither
agree nor
Strongly
disagree Disagree disagree
a. This school has a set of
clear, predetermined,
grade-level benchmarks
(that is, cut scores,
goals/targets, or
percentiles) that are used
to determine which
students are struggling or
at risk of failure in reading
in first grade.
b. This school has clear,
predetermined criteria for
determining the level of
intervention first grade
students will receive in
reading.
c. This school has clear,
predetermined criteria for
determining when first
grade students no longer
need a reading
intervention.

Agree

Strongly
agree

Don’t
know

G6.

For each of the following statements about MATH, indicate how strongly you agree or disagree.
MARK ONE RESPONSE ON EACH ROW.

Strongly
disagree Disagree
a. This school has a set of clear,
predetermined, grade-level
benchmarks (that is, cut
scores, goals/targets, or
percentiles) that are used to
determine which students are
struggling or at risk of failure in
math in first grade.
b. This school has clear,
predetermined criteria for
determining the level of
intervention first grade
students will receive in math.
c. This school has clear,
predetermined criteria for
determining when first grade
students no longer need a
math intervention.

Neither
agree nor
disagree

Agree

Strongly
agree

Don’t
know

SECTION H. TEACHER BACKGROUND

H1.

What is your gender? MARK ONE RESPONSE.
Male
Female

H2.

In what year were you born? WRITE YEAR IN BOX.

1 9
YEAR

H3.

Are you Hispanic or Latino? MARK ONE RESPONSE.

Yes
No

H4.

Which best describes your race? MARK ONE OR MORE RESPONSES TO INDICATE WHAT YOU
CONSIDER YOURSELF TO BE.

American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
H5.

What is the highest level of education you have completed? MARK ONE RESPONSE.
Did not complete high school
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor's degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, Ph.D., MD)

H6.

What is the highest level of education completed by your own parents? MARK ONE
RESPONSE.
Did not complete high school
High school diploma or equivalent/GED
Some college or technical or vocational school
Associate’s degree
Bachelor's degree
Master's degree
An advanced professional degree beyond a master’s degree (for example, Ph.D., MD)

H7.

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, 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
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)

g. Bilingual education program
h. Dual-language program
i.

Special education program

Physical education program

Art or music program

H8.

Counting this school year, how many years have you taught in your current school, including
part-time teaching? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR
EXAMPLE, 2.5, 3, 3.5). IF THIS IS YOUR FIRST SEMESTER TEACHING IN THIS SCHOOL, WRITE
0.5
Years

H9.

Counting this school year, how many years have you been a schoolteacher? WRITE THE
NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3, 3.5). IF THIS IS
YOUR FIRST SEMESTER TEACHING, WRITE 0.5

Years

H10.

Have you taken the exam for National Board for Professional Teaching Standards certification?
MARK ONE RESPONSE.
Not taken
Taken and passed
Taken and have not yet passed
Taken and awaiting test results

H11.

What is the name of the college or university where you earned your highest degree?

COLLEGE OR UNIVERSITY

H12.

In what city and state is it located?

CITY AND STATE
CHECK HERE IF YOU DO NOT HAVE A DEGREE FROM A COLLEGE OR UNIVERSITY.

H13.

If you have an associate's or bachelor’s degree, indicate your undergraduate major field of
study. MARK YES OR NO ON EACH ROW.
Yes

a. Early childhood education
b. Elementary education
c.

Special education

d. Other education-related major (such as secondary education,
educational psychology, education administration, music education,
etc.)
e. Non-education major (such as history, English, etc.)

H14.

If you have a graduate degree, indicate the major field of study of your highest level graduate
degree. MARK YES OR NO ON EACH ROW.
Yes

a. Early childhood education
b. Elementary education
c.

Special education

d. Other education-related major (such as secondary education,
educational psychology, education administration, music education,
etc.)
e. Non-education major (such as history, English, etc.)

H15.

Have you ever taken a college course in the following areas? MARK YES OR NO ON EACH
ROW.
Yes
a. Early childhood education
b. Special education
c.

English as a Second Language (ESL) or teaching English language
learners

d. Child development

H16.

Have you ever taken a college course that addressed issues related to the following? MARK
YES OR NO ON EACH ROW.
No
Yes
a. Using published research evidence to identify and select effective
interventions and supports for students
b. Using formal assessment data to inform the choice of READING
interventions and supports for students
c. Using formal assessment data to inform the choice of MATH
interventions and supports for students
d. Using data to inform the choice of behavioral interventions and supports
for students

H17.

Which of the following describes the teaching certificate you currently hold in THIS state?
MARK ONE RESPONSE.
Regular or standard state certificate or advanced professional certificate.
Certificate issued after satisfying all requirements except the completion of a probationary
period.
Certificate that requires some additional coursework, student teaching, or passage of a test
before regular certification can be obtained.
Certificate issued to persons who must complete a certification program in order to continue
teaching.
I do not hold any of the above certifications in THIS state. (SKIP TO Q H20)

H18.

In what areas are you certified? MARK YES OR NO ON EACH ROW.
Yes
a. Elementary education
b. Early childhood education
c.

Special education

d. English as a Second Language (ESL) or instruction for English
language learners or bilingual education
e. Other (PLEASE SPECIFY)

H19.

This school year, do you qualify as a “Highly Qualified Teacher (HQT)” according to your
state’s requirements? MARK ONE RESPONSE.
Generally, to be Highly Qualified, teachers must meet requirements
related to having 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 the Elementary and Secondary
Education Act, as reauthorized by the No Child Left Behind Act of 2001.

Yes
No
I don’t know

H20.

Date Questionnaire Completed:

2012
MONTH

DAY

YEAR

Spring First-Grade General Classroom Teacher
Child-Level Questionnaire for Teachers of Study
Children in First Grade

Spring 2012
Teacher Questionnaire
(Child Level)
Prepared for the U.S. Department of Education
National Center for Education Statistics by:

Westat
1600 Research Boulevard
Rockville, Maryland 20850

LABEL

Use a black or blue ball point pen or #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 1850-0750. Approval expires 05/31/2013. The time required to complete
this information collection is estimated to average 20 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information requested.
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. 20202-4537. 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., Room 9086, Washington, D.C. 20006-5650.

Dear Teacher,
This questionnaire is a vital part of a major longitudinal study of children’s early educational experiences beginning
with kindergarten and continuing through grade 5. You have received this questionnaire because one or more of the
children in your class(es) are participants in this study. The child who is the subject of this questionnaire is identified
on the cover. THIS QUESTIONNAIRE SHOULD BE COMPLETED BY TEACHERS OF CHILDREN IN FIRST
GRADE OR HIGHER. IF THE CHILD IDENTIFIED ON THE COVER IS IN KINDERGARTEN, PLEASE REQUEST A
KINDERGARTEN QUESTIONNAIRE AND COMPLETE THAT ONE.
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is collecting
information from teachers of children who are in the study to investigate the relationship between children’s
academic progress and various school, classroom, teacher, and home characteristics. Taking part in the study is
voluntary. You may stop at any time or choose not to answer a question you do not want to answer. Although we
realize you are very busy, we urge you to complete this questionnaire as completely and accurately as possible. The
information you provide is being collected for research purposes only and will be protected from disclosure to the
fullest extent allowable by law (Education Sciences Reform Act of 2002, 20 U.S.C. § 9573). Information from
multiple individuals will be combined to produce statistical reports; no information that identifies you will be included
in any reports or provided to students, their parents, or other school staff.

DEFINITIONS
For this study, the following definitions apply:
•
•

•
•

•

English language learner (ELL): A student whose native language is one other than English and whose
skills in listening, speaking, reading, or writing English are such that he or she has difficulty understanding
school instruction in English.
English as a Second Language (ESL): An instructional program designed to teach listening, speaking,
reading, and writing English language skills to students with limited proficiency in English. The program
may focus on a student’s level of proficiency in general English. As a language instruction educational
program, the ESL program should be connected to academic achievement with the goal of meeting the
academic standards that all children must meet.
Bilingual education program: A program in which native language is used to varying degrees, in
conjunction with English, to teach English and academic content to students with limited proficiency in
English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students to
develop language proficiency in two languages by receiving content instruction in English and another
language in a classroom that usually consists of both native English speakers and native speakers of the
other language.
Title I: “Improving the Academic Achievement of the Disadvantaged”: Title I is a program of the
Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No Child Left Behind
Act of 2001. The purpose of this program is to ensure that all children have a fair, equal, and significant
opportunity to obtain a high-quality education and reach, at a minimum, proficiency on state academic
achievement standards and state academic assessments.
Title III: “Language Instruction for Limited English Proficient and Immigrant Students”: Title III is a
program of the Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No
Child Left Behind Act of 2001. One of the main purposes of this program is to help ensure that children
who are limited English proficient, including immigrant children and youth, attain English proficiency,
develop high levels of academic attainment in English, and meet the same state academic content and
student academic achievement standards as all children are expected to meet.
Individualized Education Program (IEP): A written statement of the educational program designed to meet
the individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities
Education Act (IDEA) are expected to have an IEP or an IFSP.
Individualized Family Service Plan (IFSP): A written statement of the educational program and other
services designed to enhance the family’s capacity to meet the developmental needs of an infant or
toddler (preschool-aged) with a disability. The plan includes a description of the appropriate services
needed to assist transition into elementary school.

•

Section 504 plan: A written plan to provide appropriate services to a child with a disability, whether or not
the disability is judged to affect the child’s educational performance. Speech therapy services may often
be specified as part of a Section 504 plan.
MARKING DIRECTIONS

PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN OR A SOFT LEAD (#2)
PENCIL TO COMPLETE THIS QUESTIONNAIRE. DO NOT USE A FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

0, and do not write a

Write one number per box like this:

Write words like this:

John Smith
THANK YOU VERY MUCH FOR YOUR HELP.

Academic Rating Scale
The Academic Rating Scale is separated into three areas: (1) Language and Literacy, (2) Science, and (3)
Mathematical Thinking. Please rate the child's skills, knowledge, and behaviors within each of these three
areas based on your experience with the child identified on the cover of this questionnaire. This is NOT a test
and should not be administered directly to the child. Each question includes examples that are meant to help
you think of the range of situations in which the child may demonstrate the identified skills and behaviors. The
examples do not exhaust all the ways that a child may demonstrate what he/she knows or can do. The
examples do, however, indicate a level of proficiency a child should have reached in order to receive the
highest ratings. Some of these examples describe a very high level of performance (beyond typical students)
in order to evaluate achievement levels of the highest performing students.
The following five-point scale is used for each of the questions. It reflects the degree to which a child has
acquired and demonstrated the targeted skills, knowledge, and behaviors. In addition to the five-point scale,
there is a sixth response option, Not Applicable/Skill Not Yet Taught.
Not yet

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

Child is just beginning to demonstrate skill, knowledge, or
behavior but does so very inconsistently.

In progress

Child demonstrates skill, knowledge, or behavior with some
regularity but varies in level of competence.

Intermediate

Child demonstrates skill, knowledge, or behavior with
increasing regularity and average competence but is not
completely proficient.

Proficient

Child demonstrates skill, knowledge, or behavior competently
and consistently.

Not Applicable or =
Skill Not Yet Taught

Skill, knowledge, or behavior has not been introduced in
classroom setting.

Rate only the child's current skills, knowledge, and behaviors. Rate each child compared to other children of
the same age level. Please consider the full range of ratings when answering. If the skill, knowledge, or
behavior has been introduced in the classroom, please rate the child by placing an “X” in the appropriate box
for your rating. Place an “X” in the box for “Not Applicable or Skill Not Yet Taught” only if the skill, knowledge,
or behavior has not been introduced in your classroom setting.
Child with Limited English Proficiency/English language learner: Please answer the questions based on
your knowledge of this child's skills. If the child does not yet demonstrate skills in English but does
demonstrate them in his/her native language, please answer the questions with the child's native language in
mind.
Child with Special Needs: It may be necessary to consider adaptations for some questions to make them
more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative
forms of verbal communication (for example, sign language, communication boards) or written communication
(for example, word processors, Braille, dictation). Please answer the questions with these adaptations in
mind.

SECTION I: LANGUAGE AND LITERACY
If you are not the child's primary teacher in this area, you may want to consult with the person most familiar
with the child's progress in this area when completing these scales.
MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

1. 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.
2. 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.
3. Reads words with regular vowel sounds – for
example, reads "coat," "junk," "lent," "chimp,"
"halt," or "bite."
4. Reads words with irregular vowel sounds –
for example, reads "through," "point," "enough,"
or "shower."
5. Reads first grade books independently with
comprehension – for example, reads most
words correctly and answers questions about
what was read, makes predictions while reading,
and retells a story after reading it.
6. Reads first grade books fluently – for
example, easily reads words in meaningful
phrases rather than reading word by word.
7. Composes a story with a clear beginning,
middle, and end.
8. Demonstrates an understanding of some of
the conventions of print – for example, by
appropriately using question marks, exclamation
points, and quotation marks.
9.

Demonstrates beginning writing skills - for
example writes sentences to express ideas
while correctly spelling many short words like
“hop” or “bed,” and, if necessary, attempts
approximate phonetic spelling for more difficult
words (e.g., “vakashun” for “vacation”).
1

In
Beginning Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

SECTION II: SCIENCE
If you are not the child's primary teacher in this area, you may want to consult with the person most familiar
with the child's progress in this area when completing these scales.
MARK ONE RESPONSE FOR EACH ITEM.
THIS CHILD …
Not
Yet

10.

11.

12.

13.

14.

15.

16.

17.

Beginning

Uses his/her senses to explore and
observe – for example, observes how a
push or pull can change the way an
object is moving, or observes and
describes properties of rocks, soil, and
water, or uses tools (such as hand
lenses, thermometers, rulers) to gather
information about objects.
Forms explanations based on
observations and explorations – for
example, explains the best growing
conditions for a plant after investigating
with light and water.
Classifies and compares living and
non-living things in different ways –
for example, classifies vegetables that
grow above or below the ground, or
measures objects and classifies them by
size or weight.
Makes logical predictions when
pursuing scientific investigations –
for example, predicts whether or not
objects are magnetic based on the
materials they are made of.
Communicates scientific information
– for example, records data from
measurement tools (e.g., clocks,
thermometers, etc.), or constructs bar
graphs.
Demonstrates understanding of
physical science concepts – for
example, identifies the three states of
matter, identifies that heat causes
change, or compares objects according
to temperature.
Demonstrates understanding of life
science concepts – for example,
understands that living organisms
inhabit various environments and have
various external features to help them
satisfy their needs, or recognizes that all
plants and animals have basic life needs
(e.g., air, water, food, etc.).
Demonstrates understanding of earth
and space science concepts – for
example, describes how weather affects
people’s daily activities, or explains that
shadows are caused when sunlight is
blocked by objects, or identifies natural
resources.

In
Progress

Intermediate

Proficient

Not
Applicable
or Skill Not
Yet Taught

SECTION III: MATHEMATICAL THINKING
If you are not the child's primary teacher in this area, you may want to consult with the person most familiar
with the child's progress in this area when completing these scales.

MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

18. 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.
19. Models, reads, writes, and compares whole
numbers – for example, recognizes that 30 is
the same quantity if it is 30 rabbits or 30 tallies
or 15 + 15 red dots, or understands that the
number 25 is smaller than 41.
20. Counts change with two different types of
coins – for example, two quarters and a nickel,
or three dimes and two pennies.
21. Surveys, collects, and organizes data into
simple graphs – for example, by 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.
22. 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.
23. Measures to the nearest whole number
using common instruments – for example,
rulers, tape measures, thermometers, or
scales.
24. Uses a variety of strategies to solve math
problems – for example, by 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.

Beginning

In
Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

25. Models, reads, writes, and compares
fractions – for example, shows that ½ of the
candy bar is ¼ + ¼, or shows that ¼ of a set of
12 is 3.

Beginning

In
Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

Social Skills
Twenty-six 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 or “approaches to learning” (e.g., curiosity, selfdirection, and inventiveness). The social skills items and the problem behavior items are not
listed as they are copyright protected. The learning disposition items are not copyright protected
and are listed below.
Source: Social Skills Rating System (SSRS). Copyright © 1990 NCS Pearson. Adapted with permission. All
rights reserved.

Approaches to Learning Scale items
The teacher indicated how frequently the child exhibited the following behaviors. The response
scale included four points ranging from “never” to “very often,” and there was also a “no
opportunity to observe” option.
•
•
•
•
•
•
•

Keeps belongings organized
Shows eagerness to learn new things
Works independently
Easily adapts to changes in routine
Follows classroom rules
Persists in completing tasks
Pays attention well

Classroom Behaviors
Twelve items from the Child’s Behavior Questionnaire (short form) ask teachers to assess the attentional
focusing and inhibitory control of the children in their classroom. The items are not listed as they
are copyright protected.
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short Forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87 (1), 103-113.

Student-Teacher Relationship
Fifteen items from the Student-Teacher Relationship Scale that ask teachers to describe their relationship
with sampled children in their classroom. The items are not listed as they are copyright protected.
Source: Pianta, R.C. & Steinberg, M. (Eds.) (1992). Teacher-child relationships and the process of adjusting to
school. San Francisco, CA, US: Jossey-Bass. Used with permission.

Student Information

In which grade is this child enrolled? MARK ONE RESPONSE.
Kindergarten
First grade
Second grade
Third grade
This is an ungraded classroom

How long has this child been in your classroom this school year? MARK ONE RESPONSE.
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

Please indicate the total number of absences for this child for the current school year. MARK
ONE RESPONSE.
No absences
1 to 4 absences
5 to 7 absences
8 to 10 absences
11 to 19 absences
20 or more absences

Has this child ever fallen 2 or more weeks behind in school work this year? MARK ONE
RESPONSE.
Yes
No (SKIP TO Q 6)
Not applicable (child has been enrolled in your class less than 2 weeks) (SKIP TO Q 6)

Why has this child fallen behind in school work? MARK ALL THAT APPLY.
A health problem
A disciplinary problem
Lack of effort
Disorganized
Lacks pre-requisite skills
Frequent absences
Emotional/family problems
Some other reason (PLEASE SPECIFY)

Does this child receive (or has he/she received during this school year) instruction in any of
the following types of programs in your school? MARK YES OR NO ON EACH ROW.
Yes

a. Individual tutoring remedial program in reading/language arts
b. Individual tutoring remedial program in mathematics
c

Pull-out (i.e., out of classroom) small group remedial program in
reading/language arts

d. Pull-out (i.e., out of classroom) small group remedial program in
mathematics
e. Gifted and talented program in reading/language arts
f.

Gifted and talented program in mathematics

Does this child receive (or has he/she received during this school year) instruction and/or
related services in your school at any of the following times outside of the regular school day?
MARK ONE RESPONSE ON EACH ROW.
Yes
a. Instruction or services before school
b. Instruction or services after school
c.

Instruction or services on weekends

Not
offered

Don’t
know

Is English this child's native language? MARK ONE RESPONSE.
Yes (SKIP TO Q 13)
No
Don’t know

Does this child participate in an instructional program designed to teach English language
skills to children with limited English proficiency? MARK ONE RESPONSE.
Yes
No (SKIP TO Q 13)

10.

Would you say the instruction this child receives is primarily …(MARK ONE RESPONSE)
English as a Second Language (ESL)?
Bilingual education?
Dual-language education?
English-only instruction?
Some other type of instruction? (PLEASE SPECIFY)

11.

How often AND how much time does this child usually receive specialized language instruction
(ESL, bilingual education, dual-language program), whether as part of a whole class, in a small
group, or in an individualized arrangement?
11a.

How many days? MARK ONE RESPONSE.
Never
Less than 1 day a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week

11b.

How much time per day (on the days instruction is received)? MARK ONE RESPONSE.
Less than ½ hour a day
½ hour to less than 1 hour a day
1 to less than 1½ hours a day
1½ to less than 2 hours a day
2 to less than 2½ hours a day
2 ½ to less than 3 hours a day
3 hours or more a day

12.

During this school year, how often is this child's academic instruction provided in his/her
native language? MARK ONE RESPONSE.
None of the time
Less than half of the time
Half of the time
More than half of the time
Almost all the time

13.

Does this child have an IEP/IFSP on record with the school? MARK ONE RESPONSE.
Yes
No

14.

Does this child receive instruction in any of the following types of programs in your school?
MARK YES OR NO ON EACH ROW.
Yes
a. Speech-language therapy for children with speech or language
disorders/impairments
b. Special education services, not including speech therapy, whether
provided in the classroom or in a pull-out setting

15.

Does this child receive special accommodations (for example, for a disability or limited English
proficiency) to participate in the school's testing or assessment program? MARK ONE
RESPONSE.
Yes
No
Don’t know
Child does not participate in the school's testing or assessment program
There is no testing or assessment program at this grade level

16.

During structured play time, how does this child compare with other children in the class in
terms of physical activity? MARK ONE RESPONSE.
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

17.

During unstructured play time, how does this child compare with other children in the class in
terms of physical activity? MARK ONE RESPONSE.
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

18.

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? MARK ONE RESPONSE ON EACH ROW.
Far
below
average

Below
average

Average

Above
Average

Far
above
average

a. Language and literacy skills
b. Mathematical skills
c.

Science

d. Social studies

19.

How many achievement groups in READING do you currently have in this child's class? MARK
ONE RESPONSE.
I do not use achievement groups for reading (SKIP TO Q 21)
Two
Three
Four
Five or more

20.

In which reading group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP BELOW.
Achievement Group

21.

How many achievement groups in MATHEMATICS do you currently have in this child's class?
MARK ONE RESPONSE.
I do not use achievement groups for mathematics (SKIP TO Q 23)
Two
Three
Four
Five or more

22.

In which mathematics group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP BELOW.
Achievement Group

23.

During this school year, have this child's parents/guardians participated in the following
activities? MARK ONE RESPONSE ON EACH ROW.

Yes

Not
applicable/
Not offered

a. Attended regularly-scheduled conferences at your school
b. Attended parent/teacher informal meetings that you
initiated to talk about the child's progress
c.

Returned your telephone calls or e-mails

d. Initiated contact with you
e. Volunteered to help in your classroom or school

24.

How involved at the school would you say this child’s parents/guardians are? MARK ONE
RESPONSE.
Not involved at all
Somewhat involved
Very involved
Don’t know

25.

During this school year, besides regular teacher conferences, have you communicated with
this child's parents/guardians? MARK ONE RESPONSE.
Yes
No (SKIP TO Q 27)

26.

Was the purpose of the communication with this child’s parents/guardians to discuss ...
(MARK YES OR NO ON EACH ROW.)
Yes

a. Behavior problems the child is having in school?
b. Any problems the child is having with school work?
c.

27.

Anything the child is doing particularly well in or better in at school?

Are you this child's primary teacher in the following subject areas? MARK YES OR NO ON
EACH ROW.
No
Yes
a. Reading/Language Arts
b. Mathematics
c. Science
d. Social Studies

28.

How far in school do you think this child will go? Do you think this child will… (MARK ONE
RESPONSE.)
Receive less than a high school diploma?
Graduate from high school?
Finish a four- or five-year college degree?
Earn an advanced degree?

29. DATE QUESTIONNAIRE COMPLETED:

2012
MONTH

DAY

YEAR

Spring First-Grade General Classroom Teacher
Teacher-/Classroom-Level Questionnaire
Teachers of Study Children in Kindergarten

Spring 2012
Kindergarten Teacher Questionnaire
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850

LABEL

Use a black or blue ball point pen or #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 1850-0750. Approval expires 5/31/2013. The time required to complete
this information collection is estimated to average 30 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information
requested. 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. 20202-4537. 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., Room 9086, Washington, D.C. 20006-5650.

The collection of information in this survey is authorized by 20 U.S.
Code, Section 9541. 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 (20 U.S. Code, Section 9573). 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 except as
required 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.

Dear Teacher,
This questionnaire is an important part of a major longitudinal study of children’s early educational experiences
beginning with kindergarten and continuing through grade 5. You have received this questionnaire because
you are the teacher of one or more of the children who are participants in this study. THIS QUESTIONNAIRE
SHOULD BE COMPLETED BY TEACHERS OF CHILDREN IN KINDERGARTEN. IF THE ECLS-K:2011
CHILDREN YOU TEACH ARE IN FIRST GRADE OR HIGHER, PLEASE REQUEST A QUESTIONNAIRE
FOR TEACHERS OF CHILDREN IN THOSE GRADES AND COMPLETE THAT ONE.
This questionnaire contains several sections:
a) Classroom and student characteristics
b) Class organization and resources
c) Instructional activities and curricular focus
d) Parent involvement
e) Evaluation and grading practices
f) School and staff activities
g) Views on school readiness, school climate, and the school environment
h) Teacher background
Taking part in the study is voluntary. You may stop at any time or choose not to answer a question you do not
want to answer. However, only you can provide this information. Although we realize you are very busy, we
urge you to complete this questionnaire as completely and accurately as possible. The information you
provide is being collected for research purposes only and will be protected from disclosure to the fullest extent
allowable by law (Education Sciences Reform Act of 2002, 20 U.S.C. § 9573). Information from multiple
individuals will be combined to produce statistical reports; no information that identifies you will be included in
any reports or provided to students, their parents, or other school staff.
Please record your answers directly on the questionnaire by marking the appropriate answer (as instructed on
the next page) or by writing your responses in the space provided. Your best estimates are acceptable
answers.
Many of the questions ask that you respond separately for each kindergarten class that you teach – half-day
morning and/or afternoon or full-day.
¾

Report on half-day morning and half-day afternoon classes separately, in the appropriate columns. If
you teach only half-day classes, do not report any information in the full-day class column.

If you teach a full-day class (the same children are with you for the full day), please record your answers
in only the full-day class column; do not report on the morning and afternoon sessions of the class
separately.

If you teach a class with a day care component, please report only on the instructional portion of the
class, in the appropriate class column. For example, if the instructional portion of the class is held in the
morning, and the day care portion in the afternoon, record your answers in the morning class section.

DEFINITIONS
Reference is made to English language learners (ELL), as well as to English as a Second Language (ESL),
bilingual education, and dual-language programs in this questionnaire. For this study, the following definitions
apply:
•
•

•
•

program, the ESL program should be connected to academic achievement with the goal of meeting the
academic standards that all children must meet.
Bilingual education program: A program in which native language is used to varying degrees, in
conjunction with English, to teach English and academic content to students with limited proficiency in
English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students to
develop language proficiency in two languages by receiving content instruction in English and another
language in a classroom that usually consists of both native English speakers and native speakers of the
other language.

THANK YOU VERY MUCH FOR YOUR HELP.

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

Write words like this:

John Smith

SECTION A. CLASSROOM AND STUDENT CHARACTERISTICS

A1.

Which of the following describes the kindergarten class or classes you currently teach?
MARK YES OR NO ON EACH ROW.
Yes
a.

Full-day

b. Morning half-day class
c.

Afternoon half-day class

d. One class, some children stay for a full-day, some for a half-day

FOR THE QUESTIONS BELOW, PLEASE ANSWER FOR EACH OF THE CLASSES YOU TEACH.
SEE COVER PAGE FOR INSTRUCTIONS.
A2.

As of today’s date, how many children…
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF THERE ARE NO CHILDREN IN A
PARTICULAR CATEGORY, WRITE “0.”
Number of children
Morning
class

Afternoon
class

Full-day
class

Morning
class

Afternoon
class

Full-day
class

a. Are currently enrolled?
b. Have joined the class since the beginning of the
school year?
c.

A3.

A4.

Have left the class since the beginning of the school
year?

How many hours per day does each of your classes
normally meet? WRITE THE NUMBER TO THE
NEAREST HALF HOUR, FOR EXAMPLE, 2.5, 3.0, 3.5.

How many days per week does each of your classes
normally meet?

hours/day

days/week

A5.

What type(s) of kindergarten program(s) do you teach? MARK ONE PROGRAM TYPE FOR
EACH CLASS YOU TEACH.
Morning
class
a. Regular kindergarten class 1-year program;
traditional year of school primarily for 5-year-olds
prior to first grade
b. 1st year of a 2-year kindergarten program
c.

2nd year of a 2-year kindergarten program

d. Transitional (or readiness) kindergarten (extra
year of school for kindergarten-age eligible children
who are judged not ready for kindergarten)
e. Transitional/pre-1st grade class (extra year of
school for children who have attended kindergarten
but have been judged not ready for first grade)
f.

Ungraded class with at least some kindergartenaged children (a classroom containing kindergartenaged children, possibly in combination with other
ages, not formally identified as a "kindergarten"
class)

g. Multigrade class with at least some kindergartenaged children (a classroom containing kindergarten
and some combination of other grades – for example
a combination prekindergarten/kindergarten)
h. Special education class (a classroom containing
primarily children with disabilities)

A6.

Do you currently teach a multigrade class? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A8)

Afternoon
class

Full-day
class

A7.

What grade levels are included in each of the classes that you teach? MARK ALL GRADE
LEVELS THAT APPLY FOR EACH CLASS THAT YOU TEACH.
Morning
class

Afternoon
class

Full-day
class

a. Prekindergarten
b. Transitional (or readiness) kindergarten
c.

Regular kindergarten

d. Transitional/pre-1st grade
e. 1st grade
f.

2nd grade

g. 3rd grade or higher

A8.

As of today's date, how many children in each of your classes are the following ages? WRITE
NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A PARTICULAR AGE, WRITE “0.”
Number of children
Morning
class
a. 3 years old or younger

b. 4 years old

5 years old

d. 6 years old

e. 7 years old

8 years old

g. 9 years old or older

h. Total class enrollment (sum of a through g)

Afternoon
class

Full-day
class

A9.

As of today's date, how many children in each of your classes belong to each of the following
racial/ethnic groups? WRITE NUMBER IN BOX. IF THERE ARE NO CHILDREN OF A
PARTICULAR RACE/ETHNICITY, WRITE “0.” IF YOU ARE NOT SURE ABOUT A CHILD’S
RACE/ETHNCITY, PLEASE CATEGORIZE HIM OR HER WHERE YOU THINK HE OR SHE FITS
BEST.
Number of children
Morning
class

Afternoon
class

Full-day
class

a. Hispanic/Latino of any race
b. American Indian or Alaska Native, not Hispanic or
Latino
c.

Asian, not Hispanic or Latino

d. Black or African American, not Hispanic or Latino
e. Native Hawaiian or Other Pacific Islander, not
Hispanic or Latino
f.

White, not Hispanic or Latino

g. Two or more races, not Hispanic or Latino

h. Total class enrollment (sum of a through g)

A10.

As of today's date, how many boys and girls are there in each of your classes?
NUMBER IN BOX. IF NONE, WRITE “0.”

WRITE

Number of children
Morning
class
a. Number of boys

b. Number of girls

c. Total class enrollment (sum of a and b)

Afternoon
class

Full-day
class

A11.

How many of the children in each of your classes are repeating kindergarten this year? WRITE
NUMBER IN BOX. IF NONE, WRITE "0."
Number of children
Morning
class

Afternoon
class

Full-day
class

Number of children repeating kindergarten

A12.

What proportion of the children in each of your classes demonstrated the following skills when
they started school this year? MARK ONE RESPONSE FOR EACH CLASS YOU TEACH.
a.

Recognize letters

Morning
class

Afternoon
class

Full-day
class

Morning
class

Afternoon
class

Full-day
class

Morning
class

Afternoon
class

Full-day
class

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

Read words

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

Read complete sentences

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

A12.

(CONTINUED) What proportion of the children in each of your classes demonstrated the
following skills when they started school this year? MARK ONE RESPONSE FOR EACH CLASS
YOU TEACH.
d.

Recognize numbers to 20

Morning
class

Afternoon
class

Full-day
class

Morning
class

Afternoon
class

Full-day
class

Morning
class

Afternoon
class

Full-day
class

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

Count to 20

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

Add or subtract two numbers

Less than ¼ of the children
About ¼ of the children
About ½ of the children
About ¾ of the children
More than ¾ of the children

A13.

How many children in each of your classes…
WRITE NUMBER IN BOX FOR EACH CLASS YOU TEACH. IF NONE, WRITE “0.”
Number of children
Morning
class

Afternoon
class

Full-day
class

a. Are classified as Gifted and Talented?

b. Are participating in a Gifted and Talented program?

Are below grade level in their English reading skills?

d. Are about on grade level in their English reading
skills?
e. Are above grade level in their English reading skills?

Are below grade level in their mathematics skills?

g. Are about on grade level in their mathematics skills?

h. Are above grade level in their mathematics skills?

A14.

Are tardy, on an average day?

Are absent, on an average day?

At this point in the school year, how would you rate the behavior of the children in each of your
classes?
MARK ONE RESPONSE FOR EACH CLASS YOU
TEACH.
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.

Morning
class

Afternoon
class

Full-day
class

A15.

How many children in each of your classes have a diagnosed disability? WRITE NUMBER IN
BOX. IF NONE IN A CLASS, WRITE “0” AND SKIP TO Q A18 FOR THAT CLASS.
Number of children
Morning
class

A16.

Afternoon
class

Full-day
class

In each of your classes, how many of those children with a diagnosed disability are currently
receiving special health or educational services or accommodations for their disabilities, for
example, speech therapy, assistance by an aide in the classroom, or testing accommodations?
WRITE NUMBER IN BOX. IF NONE IN A CLASS, WRITE “0.”
Number of children
Morning
class

A17.

Afternoon
class

Full-day
class

In each of your classes, how many of those children with a diagnosed disability need more
help than they are currently receiving? WRITE NUMBER IN BOX. IF NONE IN A CLASS, WRITE
“0.”
Number of children
Morning
class

Afternoon
class

Full-day
class

THE NEXT SERIES OF QUESTIONS ASKS ABOUT THE USE OF DIFFERENT LANGUAGES IN THE
CLASSROOM BY TEACHERS, CHILDREN, AND OTHER ADULTS.

A18.

Are any languages other than English used by teachers, aides, or other adults in your
classroom?
Yes
No (SKIP TO Q A21)

A19.

How often is a non-English language used by teachers, aides, or other adults in each of your
classes in the following ways? MARK ONE FOR EACH CLASS YOU TEACH.
a. For academic instruction in reading/literacy
Never
Less than half the time
About half the time
More than half the time
All the time
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)
Never
Less than half the time
About half the time
More than half the time
All the time

Morning
class

Afternoon
class

Full-day
class

A19.

(CONTINUED) How often is a non-English language used in each of your classes in the
following ways? MARK ONE FOR EACH CLASS YOU TEACH.
Morning
class

e. For conversation

Afternoon
class

Full-day
class

Never
Less than half the time
About half the time
More than half the time
All the time
A20.

What languages are used for academic instruction in each of your classes? MARK ALL THAT
APPLY FOR EACH CLASS THAT YOU TEACH.
Morning
class
a. English
b. Spanish
c.

French

d. Vietnamese
e. A Chinese language
f.

Japanese

g. Korean
h. A Filipino language
i.

Arabic

An Asian Indian language

Sign language

Other language (PLEASE SPECIFY)

Afternoon
class

Full-day
class

A21.

In which languages other than English are the books or other written materials in your
classroom? MARK ALL THAT APPLY. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER
ALL CLASSES WHEN MARKING YOUR RESPONSES.
None other than English
Spanish
French
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
An Asian Indian language
Sign language
Other language (PLEASE SPECIFY)

A22.

Do any of the children in each of your classes speak a language other than English (aside from
native English speakers who are learning a foreign language)? MARK YES OR NO FOR EACH
CLASS THAT YOU TEACH.
Morning
class
Yes
No (IF “NO” FOR ALL CLASSES TAUGHT, SKIP TO
Q A24)

Afternoon
class

Full-day
class

A23.

Which languages other than English are spoken by one or more children in each of your
classes? MARK ALL THAT APPLY FOR EACH CLASS YOU TEACH.
Morning
class

Afternoon
class

Full-day
class

a. Spanish
b. Vietnamese
c.

A Chinese language

d. Japanese
e. Korean
f.

A Filipino language

g. Arabic
h. An Asian Indian language

A24.

Sign language

Other language (PLEASE SPECIFY)

Do you have any children who are English language learners in each of your classes? (English
language learners are children whose native language is one other than English and whose
skills in listening, speaking, reading, or writing English are such that they have difficulty
understanding school instruction in English.) MARK YES OR NO FOR EACH CLASS THAT
YOU TEACH.
Morning
class

Afternoon
class

Full-day
class

Yes
No (IF “NO” FOR ALL CLASSES TAUGHT, SKIP TO
Q B1)

A25.

How many English language learners (ELL) do you have in each of your classes? WRITE
NUMBER IN BOX. IF NONE, WRITE “0.”
Number of children
Morning
class
Number of ELL children

Afternoon
class

Full-day
class

A26.

How many of the ELL children in each of your classes receive instruction designed to teach
listening to, speaking, reading, and writing the English language to children with limited
English proficiency in the following ways? WRITE NUMBER IN BOX. IF NONE, WRITE “0.”
Number of children
Morning
class

Afternoon
class

Full-day
class

a. Receive no instruction for ELLs in the school

b. Receive instruction for ELLs within the regular class

A27.

Receive instruction for ELLs outside the regular
class

If you provide specialized language instruction in your classroom for English language
learners, would you say this instruction is primarily… (MARK ONE RESPONSE FOR EACH
CLASS YOU TEACH):
Morning
class
a. English as a Second Language (ESL)?

b. Bilingual education?
c.

Dual-language program (also called two-way
immersion (TWI))?

d. No specialized language instruction provided.

Afternoon
class

Full-day
class

A28.

Which languages other than English are spoken by you or any other teacher or aide to the ELL
children in each of your classes for instructional support or conversation? MARK ALL THAT
APPLY FOR EACH CLASS YOU TEACH.
Morning
class

Afternoon
class

Full-day
class

a. No language other than English
b. Spanish
c.

Vietnamese

d. A Chinese language
e. Japanese
f.

Korean

g. A Filipino language
h. Arabic

A29.

An Asian Indian language

Sign language

Other language (PLEASE SPECIFY)

How often do English language learners (ELL children) in your class or classes do each of the
following activities? MARK ONE RESPONSE ON EACH ROW. INCLUDE ACTIVITIES IN YOUR
CLASSROOM OR IN A PULL-OUT PROGRAM.
Once a
month
or less
a. Take assessments to monitor their
English language proficiency
b. Take assessments to assess their
progress in English reading and literacy
skills
c.

Work in small groups of ELL children or
individually on intensive English reading
and literacy skills

d. Work in a structured peer-assisted setting
(that is, ELL child is paired with a non-ELL
child)

2-3
times
a
month

1-2
times a
week

3-4
times a
week

Daily

SECTION B. CLASS ORGANIZATION AND RESOURCES

B1.

In a typical day, how much time does a child in your class or classes spend in the following
types of activities? MARK ONE RESPONSE ON EACH ROW. DO NOT INCLUDE LUNCH OR
RECESS BREAKS.
No
time

Half
hour
or less

About
one
hour

About
two
hours

About
three
hours

Four
hours
or more

a. Working independently
b. Working on individual tasks under
teacher direction
c.

Working with peers under teacher
direction

d. Working in small groups with
teacher
e. Teacher lecture with large group
and/or large group discussion led
by teacher

B2.

Does your classroom have the following interest areas or centers for activities? MARK YES
OR NO ON EACH ROW. IF YOU TEACH MORE THAN ONE CLASS, CONSIDER ALL CLASSES
WHEN MARKING YOUR RESPONSES.
Yes
a. Reading area with books
b. Listening center
c.

Writing center or area

d. Math area with manipulatives
e. Area for playing with puzzles and blocks (Legos, etc.)
f.

Water or sand table

g. Computer area
h. Science or nature area with manipulatives
i.

Dramatic play area or corner

Art area

B3.

B4a.

How often does the typical child in your class or classes usually work on lessons or projects in
the following general subject areas, whether as a whole class, in small groups, or in
individualized arrangements? MARK ONE RESPONSE ON EACH ROW.

Never
a.

Reading and language arts

Mathematics

Social studies

Science

Music

Art

Physical education

Dance/creative movement

Theater/creative dramatics

Foreign language (excluding
English for ELL students)

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

B4b.

On the days children work in these areas, how much time does the typical child in your class
or classes usually work on lessons or projects in the following general subject areas? MARK
ONE RESPONSE ON EACH ROW.
Not
Applicable
/Never

Reading and
language arts

Mathematics

Social studies

Science

Music

Art

Physical
education

Dance/
creative
movement

Theater/
creative
dramatics

Foreign
language
(excluding
English for
ELL students)

B5.

Less
than ½
hour a
day

½ hour
to less
than 1
hour

1 to less
than 1 ½
hours

1 ½ to
less than
2 hours

2 to less
than 2 ½
hours

2 ½ to
less than
3 hours

3 hours
or more

In an average week, how often do you divide your class or classes into achievement groups for
reading and math activities or lessons? MARK ONE RESPONSE ON EACH ROW.

Never
a.

Reading

Mathematics

Less
than
once a
week

IF YOUR RESPONSE
IS “NEVER” FOR
BOTH a AND b, SKIP
TO Q B7.

1 day a
week

2 days
a week

3 days
a week

4 days
a week

5 days a
week

B6.

On days when you use achievement grouping, how many groups do you have in your class or
classes? How many minutes are your class or classes usually divided into achievement
groups for reading and math activities or lessons?
IF YOU HAVE MORE THAN ONE CLASS, WRITE THE AVERAGE FOR YOUR CLASSES. IF YOU
DO NOT USE ACHIEVEMENT GROUPING IN THE SUBJECT LISTED, PLEASE WRITE "0" IN THE
NUMBER BOX AND SKIP TO THE NEXT QUESTION.
Number of
achievement
groups

B7.

Reading

Mathematics

1-15
minutes/
day

16-30
minutes/
day

31-60
minutes/
day

More than
60 minutes/
day

How often do the children in your class or classes do the following activities? MARK ONE
RESPONSE ON EACH ROW.
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

a. Go to the school
library or media
center
b. Borrow materials
from the library or
media center

B8.

How many days a week do children have recess? WRITE NUMBER IN BOX. IF NONE, WRITE
“0” AND SKIP TO Q B10.
Days per week

B9.

On days when children have recess, between the school day starting time and the dismissal
time, how many times a day do children have recess? MARK ONE RESPONSE.
Once
Twice
Three or more times

B10.

In a typical day, how much time do children in your class or classes spend in the following
activities? MARK ONE RESPONSE ON EACH ROW.

No time

1-15 minutes

16-30
minutes

31-45
minutes

Longer
than 45
minutes

a. Lunch
b. Free play indoors
c.

B11.

Free play outdoors
(including recess)

A READING specialist/interventionist who has specialized training in reading
instruction

b. A MATH specialist/interventionist who has specialized training in math
instruction
c. A special education teacher

B12.

Hours per week

b. Special education
paraprofessionals/aides

Hours per week

ESL or bilingual education
paraprofessionals/aides

d. Volunteers (for example, parents, high
school students, community members)

Hours per week

B13.

How often are the following materials or resources used in your class or classes? MARK ONE
RESPONSE ON EACH ROW.

Not
available
a.

Art materials

Musical instruments

Costumes for
creative
dramatics/theater

Cooking or food
related items

Science equipment
(for example,
magnifying glass,
scales,
thermometers)

Never

Two or
Once a
month or three times
a month
less

Once or
twice a
week

Three or
four
times a
week

Daily

B14.

Please report the following about the computers in your classroom. Please include any
desktop, laptop, or other computer-type device (for example, tablets) used for instructional or
administrative purposes.
In row a, report the number of computers that are located in your classroom everyday and the
number of these with Internet access. IF NONE, WRITE “0”
In row b, report the number of computers that can be brought into your classroom (for
example, laptops on carts) and the number of these that have Internet access. Indicate the
number that are generally brought in at one time. IF NONE, WRITE “0”

Total number of devices

B15.

Located in your classroom
every day

Can be brought into your
classroom (for example,
laptop on carts)

Number with Internet access

Computer (desktop, laptop or
other computer like device such
as a tablet)

LCD or DLP projector

Interactive whiteboard (for
example, SMART Board,
Activboard)

Digital camera (still or video)

CD player or MP2 player/iPod

DVD player or VCR

Never

Rarely

Sometimes

Often

SECTION C. INSTRUCTIONAL ACTIVITIES AND CURRICULAR FOCUS

Reading and Language Arts Instruction

C1.

How often do you use the following resources to teach reading in your class or classes?
MARK ONE RESPONSE ON EACH ROW.
Never or
hardly ever
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
(for example, novels, collections of
poetry, nonfiction)
f.

Materials from other subjects
(for example, science, social
studies)

Once or
twice a
month

Once or
twice a
week

Almost
every day

C2.

How often do children in your class or classes do each of the following READING and
LANGUAGE ARTS activities? MARK ONE RESPONSE ON EACH ROW.

Never
a.

Practice writing the letters of the
alphabet

Discuss new or difficult
vocabulary

Dictate stories to a teacher, aide,
or volunteer

Work on phonics

Listen to you read stories where
they see the print (for example,
Big Books)

Listen to you read stories but
they don't see the print

Retell stories

Read aloud

Read from basal reading texts

Read silently

Work in a reading workbook or on
a worksheet

Write words from dictation, to
improve spelling

Once a Two or three
month or
times a
less
month

m. Write with encouragement to use
invented spellings, if needed
n.

Read books they have chosen for
themselves

Compose and write stories or
reports

Do an activity or project related to
a book or story

Perform plays and skits

Write stories in a journal

Work in mixed-achievement
groups on language arts activities

Peer tutoring

Read text with controlled
vocabulary

Read text with strong phonetic
patterns

Read text with patterned or
predictable text

Once or
twice a
week

Three or
four times
a week

Daily

C3.

For this school year as a whole, please indicate how often each of the following READING and
LANGUAGE ARTS skills is taught in your class or classes. MARK ONE RESPONSE ON EACH
ROW.
Not Taught
Taught
Children
at a
should
higher
already
grade
know
level

a. Conventions of print
(left to right orientation, book holding)
b. Alphabet and letter recognition
c.

Matching letters to sounds

d. Writing own name (first and last)
e. Rhyming words and word families
f.

Blending separate sounds of a word
to say the word (for example, “/c/ /a/
/t/ - cat”)

g. Verbally manipulating syllables within
a word (for example, what is cowboy
without cow?)
h. Reading multi-syllable words, like
adventure
i.

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

m. Communicating complete ideas orally
n. Remembering and following
directions that include a series of
actions
o. Using capitalization and punctuation
p. Composing and writing complete
sentences
q. Composing and writing stories with
an understandable beginning, middle,
and end

Taught

Once a
month
or less

2 to 3
times
a
month

1 to 2
times
a week

3 to 4
times
a week

Daily

C3.

(CONTINUED) For this school year as a whole, please indicate how often each of the following
READING and LANGUAGE ARTS skills is taught in your class or classes. MARK ONE
RESPONSE ON EACH ROW.
Not Taught
Taught
Children
at a
should
higher
already
grade
know
level

Conventional spelling

Alphabetizing

Reading aloud fluently

Taught

Once a
month
or less

2 to 3
times
a
month

1 to 2
times
a week

3 to 4
times
a week

Daily

Mathematics Instruction

C4.

How often do children in your class or classes do each of the following MATH activities?
MARK ONE RESPONSE ON EACH ROW.

Never

Once a Two or three
month or
times a
less
month

a. Count out loud
b. Work with geometric
manipulatives
c. Work with counting
manipulatives to learn basic
operations
d. Play math-related games
e. Use a calculator for math
f. Use music to understand
math concepts
g. Use creative movement or
creative drama to understand
math concepts
h. Work with rulers, measuring
cups, spoons, or other
measuring instruments
i. Explain how a math problem
is solved
j. Engage in calendar-related
activities
k.

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 real-life situations
Work in mixed achievement
groups on math activities

m.
n.
o.
p.

q. Peer tutoring
r. Use a number line to
understand number concepts

Once or
twice a
week

Three or
four times
a week

Daily

C5.

For this school year as a whole, please indicate how often each of the following MATH skills is
taught in your class or classes. MARK ONE RESPONSE ON EACH ROW.
Not Taught
Taught
at a
higher
grade
level

Children
should
already
know

a. Correspondence between number
and quantity
b. Writing all numbers between 1 and 10
c.

Counting by 2s, 5s, and 10s

d. Counting beyond 100
e. Writing all numbers between 1 and
100
f.

Recognizing and naming geometric
shapes

g. Identifying relative quantity (for
example, equal, less, more, least,
most)
h. Sorting objects into subgroups
according to a rule
i.

Ordering objects by size or other
properties

Making, copying, or extending
patterns

Recognizing the value of coins and
currency

Adding single-digit numbers

m. Subtracting single-digit numbers
n. Place value
o. Reading two-digit numbers
p. Reading three-digit numbers

Taught

Once a
month
or less

2 to 3
times
a
month

1 to 2
times
a week

3 to 4
times
a week

Daily

C5.

(CONTINUED) For this school year as a whole, please indicate how often each of the following
MATH skills is taught in your class or classes. MARK ONE RESPONSE ON EACH ROW.
Not Taught
Taught
at a
higher
grade
level

Children
should
already
know

q. Reading simple graphs
r.

Performing simple data collection and
graphing

Fractions (for example, recognizing
that ¼ of a circle is colored)

Ordinal numbers (for example, first,
second, third)

u. Using measuring instruments
accurately
v.

Telling time

w. Estimating quantities
x.

Estimating probability

Writing math equations to solve word
problems

Taught

Once a
month
or less

2 to 3
times
a
month

1 to 2
times
a week

3 to 4
times
a week

Daily

Science and Social Studies Instruction

C6.

For this school year as a whole, please indicate if each of the following SCIENCE or SOCIAL
STUDIES topics or skills is taught in your class or classes. MARK ONE RESPONSE ON EACH
ROW.
Taught in my
class or classes
a. Human body
b. Plants and animals
c.

Dinosaurs and fossils

d. Solar system and space
e. Weather (for example, rainy, sunny)
f.

Understand and measure temperature

g. Water
h. Sound
i.

Light

Magnetism and electricity

Machines and motors

Tools and their uses

m. Health, safety, nutrition, and personal hygiene
n. Important figures and events in American history
o. Community resources (for example, grocery store,
police)
p. Map-reading skills

Not taught in my
class or classes

C6.

(CONTINUED) For this school year as a whole, please indicate if each of the following
SCIENCE or SOCIAL STUDIES topics or skills is taught in your class or classes. MARK ONE
RESPONSE ON EACH ROW.
Taught in my
class or classes

Not taught in my
class or classes

q. Different cultures
r.

Reasons for rules, laws, and government

Ecology

Geography

u. Scientific method
v.

Social problem solving

w. Hands-on activities or investigations in science
x.

Laboratory skills or techniques

Communicating ideas in science

Relevance of science to society

aa. Community service
bb. Current events in the news
C7.

In an average week, how many days a week is homework assigned? Please count homework
assigned over the weekend as one day. MARK ONE RESPONSE.

0 days (SKIP TO Q D1)
1 day
2 days
3 days
4 days
5 days

C8.

1 to 10
minutes

11 to 20
minutes

21 to 30
minutes

More
than 30
minutes

SECTION D. PARENT INVOLVEMENT

D1.

How many regularly scheduled conferences do you have with a parent or guardian of each
child in your class or classes during the school year? MARK ONE RESPONSE.
No conferences
One conference
Two conferences
Three or more conferences

D2.

What percentage of children in your class or classes have parents who participate in the
following activities? MARK ONE RESPONSE ON EACH ROW.
None
a. Attend teacher-parent conferences
b. Volunteer regularly to help in your
classroom or another part of the
school
c.

Attend open houses or parties

d. Attend art/music events or
demonstrations

1-25%

26-50%

51-75%

76% or
more

D3.

During this school year, have you made contacts with parents in the following ways? MARK
ONE RESPONSE ON EACH ROW.

Never

One to
two
times

a. Sent home letters,
newsletters, or other
notices addressed to all
parents
b. Shared portfolios or other
collections of children's
work for parents to see
c. Used e-mail, list-serve, or
class/school website to
send out classroom
updates or information to
parents
d. Used e-mail or written
notes to address individual
questions or concerns of
parents
e. Talked to parents by
telephone

Three to five
times

Six to
ten
times

11 to 14
times

15 or
more
times

SECTION E. EVALUATION AND GRADING PRACTICES
E1.

How important is each of the following in evaluating the children in your class or classes for
reporting to parents? MARK ONE RESPONSE ON EACH ROW.
Not
important

Somewhat
important

Very
important

Extremely
important

a. Individual child's achievement
relative to the rest of the class
b. Individual child's achievement
relative to local, state, or
professional standards
c.

Individual improvement or
progress over past
performance

d. Effort
e. Class participation
f.

Daily attendance

g. Classroom behavior or
conduct
h. Cooperativeness with other
children
i.
E2.

Ability to follow directions

Across all subjects, how often do you use the following to assess your students? MARK ONE
RESPONSE ON EACH ROW.

Never
a. State or local standardized tests
b. Classroom tests or quizzes
(including those made by you
and those from other sources)
c.

Individual or group projects

d. Worksheets that you grade
e. Work samples (e.g., writing
sample, brief story, report)

1 or 2
times a
year

3 to 8
times a
year

1 or 2
times a
month

1 or 2
times a
week

3 or
more
times
a
week

E3.

Competency based checklists

d. Portfolio of child's work
e. Standardized test scores
f.

Benchmark assessments

SECTION F. SCHOOL AND STAFF ACTIVITIES

F1.

Did you participate in any professional development* within the last 12 months? MARK ONE
RESPONSE.
Yes
No (SKIP TO Q G1)
*Professional development may include continuing formal education; courses, conferences,
workshops, or in-service training; staff meetings that include staff development activities; and
receiving coaching or mentoring.

F2.

During the past 12 months, how often have you participated in the following staff development
and training activities? MARK ONE RESPONSE ON EACH ROW.

Never
a. Workshops involving study groups or
small-group problem solving
b. Direct instruction from an outside
consultant on a specific topic
c.

Release time for attending
professional conferences

d. College or university courses related
to your profession
e. Professional development via
distance learning (web-based, etc.)
f.

Workshops on using computers and
technology in the classroom

Once

2 times

3 to 4
times

More
than 4
times

F3.

How often did you participate in professional development activities covering the following
topics in last 12 months? MARK ONE RESPONSE ON EACH ROW.
Never

Once

How to use and apply assessment data
to guide READING instruction

d. How to use and apply assessment data
to guide MATH instruction
e. How to implement the READING
curriculum
f.

How to implement the MATH
curriculum

2 times

3 to 4
times

More than
4 times

SECTION G. VIEWS ON SCHOOL READINESS, SCHOOL CLIMATE, AND SCHOOL ENVIRONMENT

G1.

How important do you believe the following characteristics are for a child to be ready for
kindergarten? MARK ONE RESPONSE ON EACH ROW.
Not
important
a. Finishes tasks
b. Can count to 20 or more
c.

Takes turns and shares

d. Has good problem-solving
skills
e. Is able to use pencils and
paint brushes
f.

Is not disruptive of the class

g. Knows the English language
h. Is sensitive to other children's
feelings
i.

Sits still and pays attention

Knows most of the letters of
the alphabet

Can follow directions

Identifies primary colors and
shapes

m. Communicates needs, wants,
and thoughts verbally in
primary language

Not very
important

Somewhat
important

Very
important

Essential

G2.

Please indicate the extent to which you agree or disagree with each of the following
statements about your school. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
a. The level of child misbehavior
(for example, noise,
horseplay, or fighting in the
halls or cafeteria) in this
school interferes with my
teaching
b. Many of the children I teach
are not capable of learning the
material I am supposed to
teach them
c.

I feel accepted and respected
as a colleague by most staff
members

d. Teachers in this school are
continually learning and
seeking new ideas
e. Routine administrative duties
and paperwork interfere with
my job of teaching
f.

Parents are supportive of
school staff

g. There is a great deal of
cooperative effort among the
staff members
h. In this school, staff members
are recognized for a job well
done
i.

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 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

G3.

To what extent do you agree or disagree with the following statements? MARK ONE
RESPONSE ON EACH ROW.
Strongly
disagree

Disagree

a. I am adequately trained to
teach the children with
disabilities who are in my
class
b. Inclusion of children with
disabilities in my class has
worked well
c.

I am adequately trained to
teach English language
learners in my class

d. Inclusion of English language
learners in my class has
worked well
e. I have the resources I need
to teach the children in my
class who have disabilities
f.

I have the resources I need
to teach the children in my
class who are English
Language Learners

Neither
agree nor
disagree

Agree

Strongly
agree

Not
applicable

G4.

To what extent do you agree or disagree with each of the following statements? MARK ONE
RESPONSE ON EACH ROW.

Strongly
disagree
a. If I try really hard, I can get through
even to the most difficult or
unmotivated students.
b. If some students in my class are not
doing well, I feel that I should change
my approach to the subject.
c.

By trying a different teaching method, I
can significantly affect a student’s
achievement.

d. There is really very little I can do to
ensure that most of my students
achieve at a high level.
e. I work to create lessons so my
students will enjoy learning and
become independent thinkers.
f.

I feel sometimes it is a waste of my
time to try to do my best as a teacher.

g. The attitudes and habits students bring
to my class greatly reduce their
chances for academic success.
h. My success or failure in teaching is
due primarily to factors beyond my
control rather than to my own effort or
ability.
i.

The amount a student can learn is
primarily related to family background.

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.

I really enjoy my present teaching job.

m. I am certain I am making a difference
in the lives of the children I teach.
n. If I could start over, I would choose
teaching again as my career.

Disagree

Neither
agree
nor
disagree

Agree

Strongly
agree

G5.

Indicate how much you agree or disagree with the following statements about your school and
staff. MARK ONE RESPONSE ON EACH ROW.

Strongly
disagree
a. There is a consensus among
administrators and teachers on
goals and expectations
b. We have an active professional
development program for
teachers
c.

Teachers are very active in
planning staff development
activities in this school

Disagree

Neither
agree nor
disagree

Agree

Strongly
agree

SECTION H. TEACHER BACKGROUND

H1.

What is your gender? MARK ONE RESPONSE.
Male
Female

H2.

In what year were you born? WRITE IN YEAR BELOW.

1 9
YEAR

H3.

Are you Hispanic or Latino? MARK ONE RESPONSE.
Yes
No

H4.

Which best describes your race? MARK ONE OR MORE RESPONSES TO INDICATE WHAT
YOU CONSIDER YOURSELF TO BE.
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White

H5.

H6.

H7.

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, 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
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)

g. Bilingual education program
h. Dual-language program
i.

Special education program

Physical education program

Art or music program

H8.

H9.

Years

H10.

H11.

What is the name of the college or university where you earned your highest degree?

COLLEGE OR UNIVERSITY

H11a. In what city and state is it located?

CITY AND STATE
CHECK HERE IF YOU DO NOT HAVE A DEGREE FROM A COLLEGE OR UNIVERSITY.

H12.

If you have an associate's or bachelor’s degree, indicate your undergraduate major field of
study. MARK YES OR NO ON EACH ROW.
Yes

a. Early childhood education
b. Elementary education
c.

Special education

d. Other education-related major (such as secondary education,
educational psychology, education administration, music education,
etc.)
e. Non-education major (such as history, English, etc.)

H13.

If you have a graduate degree, indicate the major field of study of your highest level graduate
degree. MARK YES OR NO ON EACH ROW.
Yes

a. Early childhood education
b. Elementary education
c.

Special education

d. Other education-related major (such as secondary education,
educational psychology, education administration, music education,
etc.)
e. Non-education major (such as history, English, etc.)

H14.

Have you ever taken a college course in the following areas? MARK YES OR NO ON EACH
ROW.
Yes
a. Early childhood education
b. Special education
c.

English as a Second Language (ESL) or teaching English language
learners

d. Child development

H15.

H16.

H17.

In what areas are you certified? MARK YES OR NO ON EACH ROW.
Yes
a. Elementary education
b. Early childhood education
c.

Special education

d. English as a Second Language (ESL) or instruction for English
language learners or bilingual education
e. Other (PLEASE SPECIFY)

H18.

Yes
No
I don’t know

H19.

Date Questionnaire Completed:

2012
MONTH

DAY

YEAR

Spring First-Grade General Classroom Teacher
Child-Level Questionnaire
Teachers of Study Children in Kindergarten

Spring 2012 Kindergarten
Teacher Questionnaire
(Child Level)
Prepared for the U.S. Department of Education
National Center for Education Statistics by:

Westat
1600 Research Boulevard
Rockville, Maryland 20850

LABEL

Use a black or blue ball point pen or #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 1850-0750. Approval expires 05/31/2013. The time required to complete
this information collection is estimated to average 20 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information requested.
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. 20202-4537. 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., Room 9086, Washington, D.C. 20006-5650.

Dear Teacher,
This questionnaire is a vital part of a major longitudinal study of children’s early educational experiences
beginning with kindergarten and continuing through grade 5. You have received this questionnaire because
one or more of the children in your class(es) are participants in this study. The child who is the subject of this
questionnaire is identified on the cover. THIS QUESTIONNAIRE SHOULD BE COMPLETED BY TEACHERS
OF CHILDREN IN KINDERGARTEN. IF THE CHILD IDENTIFIED ON THE COVER IS IN FIRST GRADE OR
HIGHER, PLEASE REQUEST A QUESTIONNAIRE FOR TEACHERS OF CHILDREN IN THOSE GRADES
AND COMPLETE THAT ONE.
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is collecting
information from teachers of children who are in the study to investigate the relationship between children’s
academic progress and various school, classroom, teacher, and home characteristics. Taking part in the study
is voluntary. You may stop at any time or choose not to answer a question you do not want to answer.
Although we realize you are very busy, we urge you to complete this questionnaire as completely and
accurately as possible. The information you provide is being collected for research purposes only and will be
protected from disclosure to the fullest extent allowable by law (Education Sciences Reform Act of 2002, 20
U.S.C. § 9573). Information from multiple individuals will be combined to produce statistical reports; no
information that identifies you will be included in any reports or provided to students, their parents, or other
school staff.
DEFINITIONS
For this study, the following definitions apply:
•
•

•
•
•

•

English language learner (ELL): A student whose native language is one other than English and whose skills in
listening, speaking, reading, or writing English are such that he or she has difficulty understanding school
instruction in English.
English as a Second Language (ESL): An instructional program designed to teach listening, speaking, reading,
and writing English language skills to students with limited proficiency in English. The program may focus on a
student’s level of proficiency in general English. As a language instruction educational program, the ESL
program should be connected to academic achievement with the goal of meeting the academic standards that
all children must meet.
Bilingual education program: A program in which native language is used to varying degrees, in conjunction with
English, to teach English and academic content to students with limited proficiency in English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students to
develop language proficiency in two languages by receiving content instruction in English and another language
in a classroom that usually consists of both native English speakers and native speakers of the other language.
Title I: “Improving the Academic Achievement of the Disadvantaged”: Title I is a program of the Elementary and
Secondary Education Act (ESEA) of 1965, as reauthorized under the No Child Left Behind Act of 2001. The
purpose of this program is to ensure that all children have a fair, equal, and significant opportunity to obtain a
high-quality education and reach, at a minimum, proficiency on state academic achievement standards and
state academic assessments.
Title III: “Language Instruction for Limited English Proficient and Immigrant Students”: Title III is a program of
the Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No Child Left Behind
Act of 2001. One of the main purposes of this program is to help ensure that children who are limited English
proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic
attainment in English, and meet the same state academic content and student academic achievement standards
as all children are expected to meet.
Individualized Education Program (IEP): A written statement of the educational program designed to meet the
individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities Education
Act (IDEA) are expected to have an IEP or an IFSP.
Individualized Family Service Plan (IFSP): A written statement of the educational program and other services
designed to enhance the family’s capacity to meet the developmental needs of an infant or toddler (preschoolaged) with a disability. The plan includes a description of the appropriate services needed to assist transition
into elementary school.

•

Section 504 plan: A written plan to provide appropriate services to a child with a disability, whether or not the
disability is judged to affect the child’s educational performance. Speech therapy services may often be
specified as part of a Section 504 plan.

THANK YOU VERY MUCH FOR YOUR HELP.

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

0, and do not write a

Write one number per box like this:

Write words like this:

John Smith

Academic Rating Scale
The Academic Rating Scale is separated into two areas: (1) Language and Literacy, (2) Mathematical
Thinking. Please rate the child's skills, knowledge, and behaviors within each of these areas based on your
experience with the child identified on the cover of this questionnaire. This is NOT a test and should not be
administered directly to the child. Each question includes examples that are meant to help you think of the
range of situations in which the child may demonstrate the identified skills and behaviors. The examples do
not exhaust all the ways that a child may demonstrate what he/she knows or can do. The examples do,
however, indicate a level of proficiency a child should have reached in order to receive the highest ratings.
Some of these examples describe a very high level of performance (beyond typical students) in order to
evaluate achievement levels of the highest performing students.
The following five-point scale is used for each of the questions. It reflects the degree to which a child has
acquired and demonstrated the targeted skills, knowledge, and behaviors. In addition to the five-point scale,
there is a sixth response option, Not Applicable/Skill Not Yet Taught.
Not yet

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

Child is just beginning to demonstrate skill, knowledge, or
behavior but does so very inconsistently.

In progress

Child demonstrates skill, knowledge, or behavior with some
regularity but varies in level of competence.

Intermediate

Child demonstrates skill, knowledge, or behavior with
increasing regularity and average competence but is not
completely proficient.

Proficient

Child demonstrates skill, knowledge, or behavior competently
and consistently.

Not Applicable or =
Skill Not Yet Taught

Skill, knowledge, or behavior has not been introduced in
classroom setting.

SECTION I: LANGUAGE AND LITERACY

MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

1. 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?"
2. Understands and interprets a story or other
text read to him/her – for example, by 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.
3. Easily and quickly names all upper- and
lower-case letters of the alphabet.
4.

Predicts what will happen next in stories by
using the pictures and storyline for clues.

5. Reads simple books independently – for
example, reads books with a repetitive language
pattern.
6. Uses different strategies to read unfamiliar
words – for example, examines cues from
pictures or context, or uses consonant sounds to
read words, or uses prior knowledge in order to
make predictions.
7. 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 or ideas.
8. Composes simple stories, for example, by
writing about a personal experience in a journal.
9. 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.

In
Beginning Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

SECTION II: MATHEMATICAL THINKING

MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

10. Sorts, classifies, and compares math
materials by various rules and attributes –
for example, by creating a rule for sorting keys,
such as "keys with numbers" in one pile and
"keys without numbers" in another pile, or by
sorting shapes by several attributes such as
"large plastic shapes" and "small wooden
shapes."
11. 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.
12. Shows an understanding of the relationship
between quantities – for example, knows that
a group of ten small stones is the same
quantity as a group of ten larger blocks.
13. 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?"
14. Demonstrates an understanding of graphing
activities – for example, by looking at a picture
graph on favorite ice-cream flavors and
knowing which flavor is the most popular and
which one is the least popular.
15. 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.
16. Uses a variety of strategies to solve math
problems – for example, by using manipulative
materials, looking for a pattern, or acting out a
problem.

Beginning

In
Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

17. Models, reads, writes, and compares
fractions – for example, shows that ½ of the
candy bar is ¼ + ¼, or shows that ¼ of a set of
12 is 3.

Beginning

In
Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

Social Skills
Twenty-five 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 or “approaches to learning” (e.g., curiosity, selfdirection, and inventiveness). The social skills items and the problem behavior items are not
listed as they are copyright protected. The learning disposition items are not copyright protected
and are listed below.
Source: Social Skills Rating System (SSRS). Copyright © 1990 NCS Pearson. Adapted with permission. All
rights reserved.

Keeps belongings organized
Shows eagerness to learn new things
Works independently
Easily adapts to changes in routine
Follows classroom rules
Persists in completing tasks
Pays attention well

Student Information

In which grade is this child enrolled? MARK ONE RESPONSE.
Kindergarten (Full-day program)
Kindergarten (Part-day program)
First grade or higher
This is an ungraded classroom

Does this child receive (or has he/she received during this school year) instruction in any of
the following types of programs in your school? MARK YES OR NO ON EACH ROW.
Yes

a. Individual tutoring remedial program in reading/language arts
b. Individual tutoring remedial program in mathematics
c

Pull-out (i.e., out of classroom) small group remedial program in
reading/language arts

d. Pull-out (i.e., out of classroom) small group remedial program in
mathematics
e. Gifted and talented program in reading/language arts
f.

Gifted and talented program in mathematics

Yes
a. Instruction or services before school
b. Instruction or services after school
c.

Instruction or services on weekends

Not
offered

Don’t
know

Is English this child's native language? MARK ONE RESPONSE.
Yes (SKIP TO Q 13)
No
Don’t know

Does this child participate in an instructional program designed to teach English language
skills to children with limited English proficiency? MARK ONE RESPONSE.
Yes
No (SKIP TO Q 13)

10.

11.

How many days? MARK ONE RESPONSE.
Never
Less than 1 day a week
1 day a week
2 days a week
3 days a week
4 days a week
5 days a week

11b.

12.

13.

Does this child have an IEP/IFSP on record with the school? MARK ONE RESPONSE.
Yes
No

14.

15.

16.

17.

18.

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? MARK ONE RESPONSE ON EACH ROW.
Far
below
average

Below
average

Average

Above
average

Far
above
average

a. Language and literacy skills
b. Mathematical skills
c.

Science

d. Social studies

19.

How many achievement groups in READING do you currently have in this child's class? MARK
ONE RESPONSE.
I do not use achievement groups for reading (SKIP TO Q 21)
Two
Three
Four
Five or more

20.

In which reading group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP BELOW.
Achievement Group

21.

How many achievement groups in MATHEMATICS do you currently have in this child's class?
MARK ONE RESPONSE.
I do not use achievement groups for mathematics (SKIP TO Q 23)
Two
Three
Four
Five or more

22.

In which mathematics group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE ACHIEVEMENT GROUP BELOW.
Achievement Group

23.

During this school year, have this child's parents/guardians participated in the following
activities? MARK ONE RESPONSE ON EACH ROW.

Yes

Not
applicable/
Not offered

a. Attended regularly-scheduled conferences at your school
b. Attended parent/teacher informal meetings that you
initiated to talk about the child's progress
c.

Returned your telephone calls or e-mails

d. Initiated contact with you
e. Volunteered to help in your classroom or school

24.

How involved at the school would you say this child’s parents/guardians are? MARK ONE
RESPONSE.
Not involved at all
Somewhat involved
Very involved
Don’t know

25.

During this school year, besides regular teacher conferences, have you communicated with
this child's parents/guardians? MARK ONE RESPONSE.
Yes
No (SKIP TO Q 27)

26.

Was the purpose of the communication with this child’s parents/guardians to discuss ... MARK
YES OR NO ON EACH ROW.
Yes
a. Behavior problems the child is having in school?
b. Any problems the child is having with school work?
c.

Anything the child is doing particularly well in or better in at school?

27.

Are you this child's primary teacher in the following subject areas? MARK YES OR NO ON
EACH ROW.
No
Yes
a. Reading/Language Arts
b. Mathematics
c. Science
d. Social Studies

28.

How far in school do you think this child will go? Would you say you think he/she will… (MARK
ONE RESPONSE).
Receive less than a high school diploma?
Graduate from high school?
Finish a four- or five-year college degree?
Earn an advanced degree?

29.

DATE QUESTIONNAIRE COMPLETED:

2012
MONTH

DAY

YEAR

Fall Second-Grade General Classroom Teacher
Child-Level Questionnaire

Fall 2012
Teacher Questionnaire
(Child Level)
Prepared for the U.S. Department of Education
National Center for Education Statistics by:

Westat
1600 Research Boulevard
Rockville, Maryland 20850

LABEL

Use a black or blue ball point pen or #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 1850-0750. Approval expires 05/31/2013. The time required to complete
this information collection is estimated to average 15 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information requested.
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. 20202-4537. 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., Room 9086, Washington, D.C. 20006-5650.

Dear Teacher,
This questionnaire is a vital part of a major longitudinal study of children’s early educational
experiences beginning with kindergarten and continuing through grade 5. You have received this
questionnaire because one or more of the children in your class(es) are participants in this study.
The child who is the subject of this questionnaire is identified on the cover.
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is
collecting information from teachers of children who are in the study to investigate the relationship
between children’s academic progress and various school, classroom, teacher, and home
characteristics. Taking part in the study is voluntary. You may stop at any time or choose not to
answer a question you do not want to answer. Although we realize you are very busy, we urge you
to complete this questionnaire as completely and accurately as possible. The information you
provide is being collected for research purposes only and will be protected from disclosure to the
fullest extent allowable by law (Education Sciences Reform Act of 2002, 20 U.S.C. § 9573).
Information from multiple individuals will be combined to produce statistical reports; no information
that identifies you will be included in any reports or provided to students, their parents, or other
school staff.
THANK YOU VERY MUCH FOR YOUR HELP.

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this –
seven with a line through it like this – 7.
Write digits like this:

1234567890
Write words like this:

John Smith

0, and do not write a

Language and Literacy Skills
For each of the items below, please rate the skills of the child whose name appears on the cover of this
booklet. Rate only the child's current skills, knowledge, and behaviors, compared to other children of the
same age level. Please consider the full range of ratings when answering. If the skill, knowledge, or behavior
has been introduced in the classroom, please rate the child by placing an “X” in the appropriate box for your
rating. Place an “X” in the box for “Not Applicable or Skill Not Yet Taught” only if the skill, knowledge, or
behavior has not been introduced in your classroom setting.
The following five-point scale is used for each of the questions. It reflects the degree to which a child has
acquired and demonstrated the targeted skills, knowledge, and behaviors. In addition to the five-point scale,
there is a sixth response option: Not Applicable/Skill Not Yet Taught.
Not yet

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

Child is just beginning to demonstrate skill, knowledge, or
behavior but does so very inconsistently.

In progress

Child demonstrates skill, knowledge, or behavior with some
regularity but varies in level of competence.

Intermediate

Child demonstrates skill, knowledge, or behavior with
increasing regularity and average competence but is not
completely proficient.

Proficient

Child demonstrates skill, knowledge, or behavior competently
and consistently.

Not Applicable or
=
Skill Not Yet Taught

Skill, knowledge, or behavior has not been introduced in
classroom setting.
MARK ONE RESPONSE FOR EACH ITEM.

THIS CHILD ...

Not
Yet

1. 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.
2. Composes a story with a clear
beginning, middle, and end.
3. Demonstrates an understanding of some of
the conventions of print – for example, by
appropriately using question marks, exclamation
points, and quotation marks.
4. Demonstrates beginning writing skills - for
example writes sentences to express ideas while
correctly spelling many short words like “hop” or
“bed,” and, if necessary, attempts approximate
phonetic spelling for more difficult words (e.g.,
“vakashun” for “vacation”).

In
Beginning Progress

Not
Applicable
or Skill Not
Intermediate Proficient Yet Taught

Social Skills
Twenty-six 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 or “approaches to learning” (e.g., curiosity, self-direction, and inventiveness). The
social skills items and the problem behavior items are not listed as they are copyright protected. The
learning disposition items are not copyright protected and are listed below.
Source: Social Skills Rating System (SSRS). Copyright © 1990 NCS Pearson. Adapted with permission. All
rights reserved.

Approaches to Learning Scale items
The teacher indicates how frequently the child exhibits the following behaviors. The response scale includes
four points ranging from “never” to “very often,” and there is also a “no opportunity to observe” option.
•
•
•
•
•
•
•

Keeps belongings organized
Shows eagerness to learn new things
Works independently
Easily adapts to changes in routine
Follows classroom rules
Persists in completing tasks
Pays attention well

Student Information
1.

In which grade is this child enrolled? MARK ONE RESPONSE.
Kindergarten
First grade
Second grade
Third grade
This is an ungraded classroom

Was this child given a school assignment to do over this past summer (or, if this is a yearround school, over the most recent break before the child began this school year)? MARK ONE
RESPONSE.
Yes
No (SKIP TO Q5)
I don’t know (SKIP TO Q5)

What did the summer assignment include? MARK ALL THAT APPLY.
Reading books from a list provided by the school
Keeping a reading log
Reading skills worksheets or activities
Writing skills worksheets or activities
Math skills worksheets or activities
Science project
Another assignment (PLEASE SPECIFY)

Did this child complete the summer assignment(s)? MARK ONE RESPONSE.
Yes, completed all the assigned work
Yes, completed some, but not all, of the assigned work
No
I don’t know

How many achievement groups in READING do you currently have in this child's class? MARK
ONE RESPONSE.
I do not use achievement groups for reading (SKIP TO Q7)
I use reading achievement groups but have not created them yet for this class (SKIP TO Q7)
Two
Three
Four
Five or more

In which reading group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE CHILD'S ACHIEVEMENT GROUP
BELOW.
Achievement Group

How many achievement groups in MATHEMATICS do you currently have in this child's class?
MARK ONE RESPONSE.
I do not use achievement groups for mathematics (SKIP TO Q9)
I use mathematics achievement groups but have not created them yet for this class (SKIP TO Q9)
Two
Three
Four
Five or more

In which mathematics group is this child currently placed? USE "1" FOR THE HIGHEST
ACHIEVEMENT GROUP. WRITE THE NUMBER OF THE CHILD'S ACHIEVEMENT GROUP
BELOW.
Achievement Group

DATE QUESTIONNAIRE COMPLETED:

2012
MONTH

DAY

YEAR

File Type	application/pdf
File Modified	2011-09-29
File Created	2011-07-26