Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Preschool Field Test

Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Kindergarten and First-Grade Field Test Data Collection, National Sampling, and National Recruitment

Attachment D-5 Spring First-Grade Child-Level Teacher Survey_Final

Early Childhood Longitudinal Study, Kindergarten Class of 2022-23 (ECLS-K:2023) Preschool Field Test

OMB: 1850-0750

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0750 can be found here:

Document [pdf]

Download: pdf | pdf

Early Childhood Longitudinal Study,
Kindergarten Class of 2022-23 (ECLS-K:2023)
Kindergarten and First-Grade Field Test Data
Collection, National Sampling, and National
Recruitment

OMB# 1850-0750 v.22

$WWDFKPHQWD5
Spring First-Grade Child-Level
TeacherWeb 6XUYH\
National Center for Education Statistics
U.S. Department of Education

September 2020

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

INC

[Introduction]

Sequence: 0

Grid Spec
|(all sections)

QUESTION STEMS ON LARGE AND SMALL BROWSERS:
QUESTION STEMS FOR ITEMS THAT ARE DISPLAYED TOGETHER IN GRIDS ON LARGE FORMATS (SUCH AS A
DESKTOP) ARE PRESENTED ONLY ONCE IN THE TEACHER SURVEY SPECIFICATIONS BELOW. WHEN VIEWING
THESE QUESTIONS IN A SMALLER FORMAT (SUCH AS A MOBILE PHONE), QUESTION STEMS REPEAT ON
SEPARATE SCREENS TO MAKE THE INTENT OF THE ITEM CLEAR.
ON LARGE FORMAT DISPLAYS, QUESTIONS IN A GRID ARE SKIPPED AS A GROUP WHEN THE NEXT BUTTON
IS USED. ON MOBILE, QUESTIONS IN GRIDS ARE PRESENTED ONE AT A TIME. IF THERE IS A BREAK OFF OR
TIMEOUT IN THE MIDDLE OF GRID QUESTIONS, AND SOME OF THE GRID QUESTIONS HAVE BEEN
ANSWERED, THE REMAINING QUESTIONS IN A GRID WILL BE ASSIGNED SK.
TEXT IN RESPONSE OPTIONS IN GRID ITEMS SHOULD BE VERTICALLY ALIGNED TO THE BOTTOM OF THE
ROW UNLESS THE RESPONSE OPTION HAS A NUMBERINC SCALE AND THE NUMBERS SHOULD BE TOP
ALIGNED.

Page 1 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: INC
2020-08-21 11:18

Spec Skip
|(all sections)

SPECIFICATION FOR SKIPPED NONRESPONSE QUESTIONS AND TEACHER SURVEY PROBE:
IF “TEACHER SURVEY PROBE” IS USED IN THE SPEC AND THE RESPONDENT DOES NOT ANSWER A
QUESTION BUT CLICKS THE “Next” BUTTON, RELOAD THE PAGE AND DISPLAY THE FOLLOWING TEXT AT
THE TOP WITH ALL ANSWER CATEGORIES SHOWN AGAIN ALONG WITH CHOICES FOR DON’T KNOW AND
REFUSED: "It looks like you haven’t answered the question yet. Please take another look at the question and
provide an answer. Select a choice below to continue."
ELSE IF A RESPONDENT DOES NOT ANSWER A QUESTION BUT CLICKS THE “Next” BUTTON, ASSIGN EMPTY
THE VALUE “SK” FOR SKIPPED.
SK ANSWERS SKIP TO THE NEXT QUESTION UNLESS OTHERWISE SPECIFIED.
NOTE: SOME QUESTIONS SHOW DON’T KNOW OPTION AS A RESPONSE CATEGORY: SIC011a, SIC011b, SIC011c,
SIC012, SIC023, AND SIC032.

Soft Edit
|(all sections)

SPECIFICATION FOR SOFT EDIT MESSAGES:
SOFT EDIT MESSAGES SPECIFIED IN PROGRAMMER INSTRUCTIONS BELOW WILL BE DISPLAYED ON THE
SAME SCREEN AS THE ITEM. WHEN PROGRAMMING SPECIFICATIONS ARE CREATED, THESE MESSAGES WILL
BE SHOWN IN A DIFFERENT FORMAT AS WHAT IS SHOWN BELOW (THEY WILL BE DISPLAYED AS A
FOLLOWUP ITEM), BUT THE CONTENT AND PLACEMENT OF THE TEXT ON THE SAME SCREEN AS THE ITEM
WILL NOT CHANGE.

Page 2 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: INC
2020-08-21 11:18

OS Spec
|(all sections)

SPECIFICATION FOR OTHER SPECIFY:
FOR SMALL BROWSERS, THE OTHER SPECIFY ENTRY FIELD WILL BE ON THE NEXT SCREEN. IF THE BROWSER
SIZE IS SMALL, REDISPLAY THE QUESTION STEM AND LABEL THE OTHER SPECIFY FIELD WITH THE
RESPONSE OPTION FROM THE PREVIOUS QUESTION (E.G., Other).

Child Name
|(all sections)

SPECIFICATION FOR CHILD’S NAME:
ACCORDING TO STUDY CONVENTION, “{CHILD}” INDICATES A FILL FOR CHILD’S FIRST NAME. THERE ARE
OTHER PLACES IN THE SPECIFICATION WHERE CHILD’S LAST NAME IS NEEDED. “{CHILD’S LAST NAME}” IS
USED TO INDICATE A FILL FOR CHILD’S LAST NAME. THEREFORE, WHEN THE CHILD’S FIRST AND LAST
NAME ARE NEEDED, THE SPECIFICATION WILL INDICATE “{CHILD} {CHILD'S LAST NAME}”.
DISPLAY {CHILD} {CHILD'S LAST NAME} AS A RUNNING HEADER ON EVERY SCREEN IN A SMALL FONT.
RIGHT-JUSTIFY CHILD’S FIRST AND LAST NAME IN THE TOP RIGHT CORNER OF THE SCREEN ON A LINE
ABOVE THE CHILD ID AND THE QUESTION NUMBER.

Page 3 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: INC
2020-08-21 11:18

Footer
|Footer For First Question in the Survey

SPECIFICATION FOR FOOTER FOR FIRST QUESTION IN THE SURVEY:
ON THE FIRST PAGE OF THE BLAISE INSTRUMENT, AS A FOOTER, DISPLAY THE FOLLOWING LANGUAGE:
“We recommend using a desktop or laptop computer to complete the survey. For the best experience, use
Chrome, Edge, Safari, or Firefox. If you need to stop the survey before finishing and return at a later time,
please select "Save and exit." This will save your responses and keep them secure.”

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION ARC (Academic Rating Scale).

Page 4 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: INC
2020-08-21 11:18

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

ARC

[Academic Rating Scale]

Sequence: 1

ARC001a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten; Shortened and reformatted for web.
DISPLAY INSTRUCTIONS:
DISPLAY QUESTION TEXT WITHOUT BOLD, EXCEPT AS NOTED.
DISPLAY “current” IN UNDERLINED TEXT.
DISPLAY “These examples do not exhaust all the ways that a child may demonstrate what he/she knows or
can do.” IN BOLD TEXT.
QUESTION TEXT:
Question “We would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language
and literacy, science, and mathematical thinking based on your experience with {him/her}.
•This is NOT a test and should NOT be administered directly to the child.
•Examples are meant to help you think of the range of situations in which the child may demonstrate the
identified skills and behaviors. These examples do not exhaust all the ways the 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.
•Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings
when answering.
Please press the Next button to continue.”

Page 5 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC001b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten; Shortened and reformatted for web.
DISPLAY INSTRUCTIONS:
DISPLAY QUESTION TEXT WITHOUT BOLD, EXCEPT AS NOTED.
DISPLAY “five-point scale” AND “Not yet” AND “Beginning” AND “In progress” AND “Intermediate” AND
“Proficient” AND “Not applicable or Skill not yet taught” AND “If {CHILD} has limited English proficiency or is
an English language learner” AND “If {CHILD} has a disability” IN BOLD TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, “has not been introduced”, “If {CHILD} has limited English
proficiency or is an English language learner” AND “If {CHILD} has a disability” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “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. Please review the
definitions before navigating to the next page. These definitions are also available next to each question via
clicking the blue "i" icon.
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.
If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native
language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her}
native language.
If {CHILD} has a disability, 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.
Please press the Next button to continue.”

Page 6 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Box 1
Round: Spring First-Grade Field Test

IF THE MYECLS WEBSITE INDICATES THAT THE CHILD IS IN KINDERGARTEN RATHER THAN FIRST GRADE,
THEN GO TO ARC005A (TO ASK QUESTIONS FOR CHILDREN WHO ARE IN KINDERGARTEN FOR THE FIRSTGRADE ROUND BELOW-GRADE PATH.)
ELSE GO TO ARC105A (TO ASK QUESTIONS FOR CHILDREN WHO ARE IN FIRST GRADE OR HIGHER FOR THE
FIRST-GRADE ROUND ON-GRADE PATH).
(NOTE: ACADEMIC RATING SCALE ITEMS FOR THE BELOW-GRADE PATH ARE ARC005A-O (LANGUAGE AND
LITERACY), ARC010A-I (SCIENCE), ARC015A-J (MATHEMATICAL THINKING). ACADEMIC RATING SCALE ITEMS
FOR THE ON-GRADE PATH ARE ARC105A-N (LANGUAGE AND LITERACY), ARC110A-H (SCIENCE), ARC115A-J
(MATHEMATICAL THINKING).)

Page 7 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Fall First-Grade ARS #1, child-level teacher questionnaire. Note that this item was not used in
kindergarten in prior cohorts.
DISPLAY INSTRUCTIONS:

DO NOT BOLD “– for example, during a class discussion, can express an idea or a personal opinion on a topic
and the reasons behind the opinion.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
{CHILD}…
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.”
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing

Page 8 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 9 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005b
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, answers questions that are not just an explicit recall of facts, makes
inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given
topic for at least three conversational turns.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Engages in higher-level thinking and reasoning during classroom discussions – for example,
answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and
can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational
turns.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.

Page 10 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 11 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005c
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is
running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run”
and “I ran”).” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and
“dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular
and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.

Page 12 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 13 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005d
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, knows that “–s” means more than 1” as in “trucks”; “–er” means a “person
who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again”
as in “reread” and “replay.”” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not”
as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 14 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 15 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005e
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly”
and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less”” IN THE QUESTION
TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is
made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as
“fear” and “less.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 16 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 17 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005f
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #1, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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?" IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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?"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 18 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 19 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005g
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #2, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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. " IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 20 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

ARC005h
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #3, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.

QUESTION TEXT:
Question “Easily and quickly names all upper- and lower-case letters of the alphabet."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 21 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005i
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #4, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “by using the pictures and storyline for clues." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Predicts what will happen next in stories by using the pictures and storyline for clues."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 22 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005j
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #5, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, reads books with a repetitive language pattern” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Reads simple books independently – for example, reads books with a repetitive language pattern."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 23 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005k
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #7, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 24 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

ARC005l
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #8, child-level teacher questionnaire; not in ECLS-K.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
DO NOT BOLD “– for example, by writing about a personal experience in a journal.” IN THE QUESTION TEXT.
QUESTION TEXT:
Question “Composes simple stories – for example, by writing about a personal experience in a journal.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 25 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005m
Copyright: No
Round: Spring First-Grade Field Test
Source: New, adapted from Common Core Writing standards for kindergarten and first grade; informative/explanatory
text.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
DO NOT BOLD “– for example, uses a combination of drawing, dictating, and writing to state what is being
written about, supply some information about the topic, and provide some sense of closure.” IN THE
QUESTION TEXT.
QUESTION TEXT:
Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating,
and writing to state what is being written about, supply some information about the topic, and provide some
sense of closure.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 26 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 27 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC005n
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #9, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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 THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 28 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

ARC005o
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-e, f-j, k-o ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC005a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR005f-j and k-o, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.

QUESTION TEXT:
Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 29 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #10, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, observes and notes the habits of classroom pets, or describes the differences
in clay before and after water is added.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.
{CHILD}…
Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets,
or describes the differences in clay before and after water is added.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.

Page 30 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 31 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #11, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or
explains that a block will slide more quickly down a steeper slope.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Forms explanations based on observations and explorations – for example, describes or draws the
conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a
steeper slope.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 32 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #12, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, classifies objects according to "things that are alive and not alive," or "things
that fly and things that crawl." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Classifies and compares living and non-living things in different ways – for example, classifies
objects according to "things that are alive and not alive," or "things that fly and things that crawl.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 33 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010d
Copyright: No
Round: Spring First-Grade Field Test
Source: New, adapted from kindergarten Common Core standards (K.MD.A.2) and the Next Generation Science
Standards (K-PS2-1,K-LS1-1, K-PS3-1, K-PS3-2); content recommended by CRP; original designed for Math ARS but overlaps
with Next Generation Science Standards.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, directly compares the heights of two children and describes one child as
taller/shorter.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Directly compares two objects with a measurable attribute in common to see which object has
“more of”/”less of” the attribute and describes the difference – for example, directly compares the heights
of two children and describes one child as taller/shorter.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 34 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 35 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010e
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #13, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, observes and identifies patterns in nature and predicts what happens next
(for example, predicts if a new object will float or sink).” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}'s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Makes logical predictions when pursuing scientific investigations – for example, observes and
identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float
or sink).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 36 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010f
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #14, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, records or describes the properties of common objects verbally or through
drawings or graphs." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Communicates scientific information – for example, records or describes the properties of
common objects verbally or through drawings or graphs.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 37 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010g
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, asks how rocks are formed or why it is warmer in the daytime than at night.”
IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Shows curiosity about the world by asking how and why things happen – for example, asks how
rocks are formed or why it is warmer in the daytime than at night.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 38 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010h
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, when a design solution does not work as intended, tries other tools, materials,
or methods to solve the problem.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Generates different strategies to solve a problem – for example, when a design solution does not
work as intended, tries other tools, materials, or methods to solve the problem.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 39 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC010i
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, knows if {he/she} pushes a ball harder, it will go faster.” IN THE QUESTION
TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-e and f-i ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC010a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC010f-i, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder,
it will go faster.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing
regularity and average competence”, “competently and consistently”, AND “has not been introduced” IN
UNDERLINED TEXT FOR HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 40 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015a
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Based on CRP discussion; also adapted from kindergarten Common Core standards (K.CC.A.2).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead
of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 –
for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6,
7” to get the answer of 7.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 41 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Page 42 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 kindergarten ARS #19 (fall)/#11 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “–for example, by ordering rods or sticks by length, or arranging paints from lightest to
darkest or musical instruments from softest to loudest.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 43 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 kindergarten ARS item #20 (fall)/ #12 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, knows that a group of ten small stones is the same quantity as a group of ten
larger blocks.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 44 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015d
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from kindergarten Common Core standards (K.CC.B.4a).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, when counting objects, says the number names in the standard order, pairing
each object with one and only one number name and each number name with one and only one object.” IN
THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Demonstrates consistent understanding of one-to-one correspondence – for example, when
counting objects, says the number names in the standard order, pairing each object with one and only one
number name and each number name with one and only one object.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 45 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

Page 46 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015e
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from kindergarten Common Core standards (K.OA.A.4).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “(for example, by using objects or drawings) …(for example, 3 + _ = 10 and 4 + _ = 10).” IN THE
QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for
example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 +
_ = 10 and 4 + _ = 10).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 47 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015f
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from kindergarten Common Core standards (K.NBT.A.1).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “(for example, by using objects or drawings)” AND “(for example, 18 = 10 + 8)” IN THE
QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for
example, by using objects or drawings) and records each composition or decomposition by a drawing or
equation (for example, 18 = 10 + 8)."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 48 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015g
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 kindergarten ARS item #21 (fall)/ #13 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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?”” IN THE QUESTION
TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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?””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 49 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

Page 50 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015h
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 kindergarten ARS #22 (fall)/#14 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 51 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015i
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Based on CRP discussion; Adapted from ECLS-K:2011 spring first grade ARS #23, child-level teacher
questionnaire.
DISPLAY INSTRUCTIONS:

DO NOT BOLD “– for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms
of those units.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Measures length to the nearest whole number using common objects – for example, uses a
paperclip or a pencil to measure a desk and specifies the length in terms of those units.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 52 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC015j
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from kindergarten Common Core standards (K.G.A.2).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC015a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH015f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or
overall size."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 53 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Box 2
Round: Spring First-Grade Field Test

GO TO BOX 3 AT THE END OF SECTION ARC.
(NOTE: THIS IS THE END OF THE KINDERGARTEN ACADEMIC RATING SCALE FOR THE BELOW-GRADE PATH IN
THE FIRST GRADE TEACHER SURVEY. FROM HERE, SKIP OVER THE FIRST GRADE ARS QUESTIONS.)

Page 54 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade, ARS #1, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, during a class discussion, can express an idea or a personal opinion on a topic
and the reasons behind the opinion.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.

{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and

Page 55 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

consistently.
HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 56 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105b
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, answers questions that are not just an explicit recall of facts, makes
inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given
topic for at least three conversational turns.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Engages in higher-level thinking and reasoning during classroom discussions – for example,
answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and
can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational
turns.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 57 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.
HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 58 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105c
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is
running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run”
and “I ran”).” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and
“dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular
and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: {CHILD} is just beginning to demonstrate skill, knowledge, or behavior but does
so very inconsistently.
HELP FOR CODE 3: In progress: {CHILD} demonstrates skill, knowledge, or behavior with some regularity but
varies in level of competence.
HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.

Page 59 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 60 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105d
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, knows that “–s” means more than 1” as in “trucks”; “–er” means a “person
who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again”
as in “reread” and “replay.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not”
as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 61 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 62 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105e
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly”
and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.”” IN THE QUESTION
TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is
made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as
“fear” and “less.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 63 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 64 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105f
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, fall kindergarten ARS #1, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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?" IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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?"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 65 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 66 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105g
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade ARS #2, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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. " IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 67 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

Page 68 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105h
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade, ARS #5, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, reads most words correctly and answers questions about what was read,
makes predictions while reading, and retells a story after reading it." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 69 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

Page 70 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105i
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade, ARS #6, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, easily reads words in meaningful phrases rather than reading word by word."
IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather
than reading word by word."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 71 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105j
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade, ARS #9, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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 (for
example, "vakashun" for "vacation." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “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 (for example, "vakashun" for "vacation."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 72 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

ARC105k
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade ARS #7, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 73 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105l
Copyright: No
Round: Spring First-Grade Field Test
Source: New, adapted from Common Core Writing standards for kindergarten and first grade; informative/explanatory
text.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
DO NOT BOLD “– for example, uses a combination of drawing, dictating, and writing to state what is being
written about, supply some information about the topic, and provide some sense of closure.” IN THE
QUESTION TEXT.
QUESTION TEXT:
Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating,
and writing to state what is being written about, supply some information about the topic, and provide some
sense of closure."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 74 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 75 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105m
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011, Spring First-Grade, ARS #8, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, by appropriately using question marks, exclamation points, and quotation
marks." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Demonstrates an understanding of some of the conventions of print – for example, by
appropriately using question marks, exclamation points, and quotation marks."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 76 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC105n
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC105a-e, f-j, k-n ON SEPARATE SCREENS IN 3 GRIDS. FOR
THE GRID WITH ARC105a-e, DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR
THE GRIDS WITH ACR105f-j and k-n, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors
in LANGUAGE AND LITERACY.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 77 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #10, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 78 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Page 79 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #11, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, explains the best growing conditions for a plant after investigating with light
and water.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Forms explanations based on observations and explorations – for example, explains the best
growing conditions for a plant after investigating with light and water.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 80 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #12, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, classifies vegetables that grow above or below the ground, or measures
objects and classifies them by size or weight." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 81 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110d
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #13, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, predicts whether or not objects are magnetic based on the materials they are
made of.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Makes logical predictions when pursuing scientific investigations – for example, predicts whether
or not objects are magnetic based on the materials they are made of.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 82 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110e
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #14, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, records data from measurement tools (for example, clocks, thermometers,
etc.), or constructs bar graphs." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Communicates scientific information – for example, records data from measurement tools (for
example, clocks, thermometers, etc.), or constructs bar graphs.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 83 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110f
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, asks how rocks are formed or why it is warmer in the daytime than at night.”
IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Shows curiosity about the world by asking how and why things happen – for example, asks how
rocks are formed or why it is warmer in the daytime than at night.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 84 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110g
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, when a design solution does not work as intended, tries other tools, materials,
or methods to solve the problem.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Generates different strategies to solve a problem – for example, when a design solution does not
work as intended, tries other tools, materials, or methods to solve the problem.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 85 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC110h
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, knows if {he/she} pushes a ball harder, it will go faster.” IN THE QUESTION
TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC110a-e and f-h ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC110a-e, DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARC110f-h, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder,
it will go faster.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 86 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115a
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from Grade 1 Common Core standards (1.OA.B.3).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of
addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12
(associative property of addition). (Child does not need to use the formal terms for these properties.)” IN
THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.

{CHILD}…
Applies properties of operations as strategies to add and subtract – for example, if 8 + 3 = 11 is known, then 3
+ 8 = 11 is also known (commutative property of addition); to add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). (Child does not need to use
the formal terms for these properties.)”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 87 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 4: Intermediate: {CHILD} demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: {CHILD} demonstrates skill, knowledge, or behavior competently and
consistently.
HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 88 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115b
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from Grade 1 Common Core standards (1.OA.C.6).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Fluently adds and subtracts within 10.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 89 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115c
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from Grade 1 Common Core standards (1.OA.C.6) and Grade 2 Common Core standards (2.OA.B.2).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship
between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating
equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =
12 + 1 = 13).” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10
(for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for
example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums
(for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 90 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

HELP FOR CODE 6: Not applicable or skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Page 91 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115d
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #18, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 92 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115e
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from Grade 2 Common Core standards (2.NBT.A.3).
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six”
as “106,” and writes that 289 = 200 + 80 + 9.”
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form –
for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and
writes that 289 = 200 + 80 + 9.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 93 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115f
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Westat, based on CRP discussion.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and
unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 94 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115g
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS # 21, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– 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.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 95 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

introduced in classroom setting.

ARC115h
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First-Grade ARS #22, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “– for example, looking at a group of objects and deciding if it is more than 10, about 50, or
less than 100." IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.

QUESTION TEXT:
Question “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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 96 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115i
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from ECLS-K:2011 spring first grade ARS #23, child-level teacher questionnaire; adapted to focus on
“length” only.
DISPLAY INSTRUCTIONS:

DO NOT BOLD “– for example, a ruler, yardstick, meterstick, or tape measure.” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Measures length to the nearest whole number using common measurement instruments – for
example, a ruler, yardstick, meterstick, or tape measure.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 97 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

ARC115j
Copyright: No
Round: Spring First-Grade Field Test
Source: New. Adapted from Common Core (1.G.A.1) and ECLS framework.
DISPLAY INSTRUCTIONS:
DO NOT BOLD “(for example, triangles are closed and three-sided)” AND “(for example, color, orientation,
overall size).” IN THE QUESTION TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC115a-e and f-j ON SEPARATE SCREENS IN TWO GRIDS.
FOR THE GRID WITH ARC115a-e, DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE GRID.
FOR THE GRID WITH ARCH115f-j, DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in
MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF THE GRID.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between
defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for
example, color, orientation, overall size).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 98 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Box 3
Round: Spring First-Grade Field Test

GO TO SECTION ELC (Early Language Skills).

Page 99 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ARC
2020-08-21 11:18

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

ELC

[Early Language Skills]

Sequence: 2

ELC005
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory (ALI). Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Question stem is new (focus on English
language), but incorporates wording from the ALI. Response options on original scale were 1=well below average, 2 =
somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
UNDERLINE “early language skills in English” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.
{CHILD}…
Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”
InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates
how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”

CODES

Never

Rarely

Sometimes

Often

Very often

Page 100 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC010
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Answers questions that are not just an explicit recall of facts but that require some higher-level
thinking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 101 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC015
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Is a good listener in conversations with peers.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 102 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC020
Copyright: No
Round: Spring First-Grade Field Test
Source: New, based on CRP comments, and adapted from TROLL, Dickinson, D.K., Sprague, K., McCabe, A. (2003).
Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based
rating tool. The Reading Teacher, 56(6): 554-564.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses a varied vocabulary in spoken language.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 103 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC025
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Modified to match preschool parent;
“asked of him/her” deleted; original was “in a thoughtful logical way”. Response options on original scale were 1=well
below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well above
average.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Responds to questions in a thoughtful way that makes sense.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 104 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC030
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The child’s understanding
of spoken instructions and daily conversations is:”. The question wording was adapted to work with the response
options used. The original response options are “more than 1 year behind other children his or her age,” “6-12 months
behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,” and “more
than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses grammatically correct sentences when speaking.”
InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates
how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 105 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC035
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Recalls and communicates the meaning of a story or other experiences/events which {he/she} has
heard.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 106 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC040
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and
“dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular
and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 107 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC045
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Asks on-topic questions that are relevant to the discussion in the classroom.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 108 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC050
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses complex sentences with two or more clauses of various types (for example, independent,
dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 109 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC055
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Is a good listener in conversations with adults.”

InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates
how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 110 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC060
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Instructs peers in tasks which need to be done in a certain order.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 111 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC065
Copyright: No
Round: Spring First-Grade Field Test
Source: New, based on CRP comments.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses academic language learned in the classroom when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 112 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC070
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The child’s understanding
of spoken instructions and daily conversations is:”. The question wording was adapted to work with the response
options used. The original response options are “more than 1 year behind other children his or her age,” “6-12 months
behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,” and “more
than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses language effectively to initiate appropriate interactions with other children.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 113 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC075
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Original: caregivers; “by teachers”
deleted to match preschool parent; “Will try” changed to “Tries” to match preschool parent. Response options on
original scale were 1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above
average, and 5=well above average.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Tries repeatedly to communicate information which has not been understood.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 114 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC080
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses evidence from a text or word problem to support {his/her} answer.”

Never

Rarely

Sometimes

Often

Very often

Page 115 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC085
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
DISPLAY “to figure out the meanings of words” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not”
as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””
CODES

Never

Rarely

Sometimes

Often

Very often

Page 116 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:18

ELC090
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses long sentences with descriptive language and connecting words in a grammatically
appropriate way when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 117 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC095
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Asks questions about information which is unclear to {him/her}.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 118 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC100
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The child’s understanding
of spoken instructions and daily conversations is:”. The question wording was adapted to work with the response
options used. The original response options are “more than 1 year behind other children his or her age,” “6-12 months
behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,” and “more
than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Shows understanding of spoken instructions and daily conversations.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 119 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC105
Copyright: No
Round: Spring First-Grade Field Test
Source: New, based on CRP comments, and adapted from TROLL, Dickinson, D.K., Sprague, K., McCabe, A. (2003).
Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based
rating tool. The Reading Teacher, 56(6): 554-564.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Tries out new words (for example, heard in stories or from teacher) when speaking.”

Never

Rarely

Sometimes

Often

Very often

Page 120 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC110
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The child’s understanding
of spoken instructions and daily conversations is:”. The question wording was adapted to work with the response
options used. The original response options are “more than 1 year behind other children his or her age,” “6-12 months
behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,” and “more
than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses language effectively to initiate appropriate interactions with adults.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 121 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC115
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Relates and communicates personal experiences in a logical way or “in a way that makes sense.””
CODES

Never

Rarely

Sometimes

Often

Very often

Page 122 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC120
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 123 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC125
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she}
wanted.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 124 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC130
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
DISPLAY “to decode new words” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is
made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as
“fear” and “less.””
InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates
how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 125 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC135
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Maintains a conversation with others that has at least three conversational turns focused on a
single topic.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 126 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC140
Copyright: No
Round: Spring First-Grade Field Test
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Actively contributes within a classroom discussion.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 127 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC145
Copyright: No
Round: Spring First-Grade Field Test
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. FOR GRID ELC005-ELC025,
DISPLAY “For this set of questions, please focus on {CHILD}’s early language skills in English based on your
experience with {CHILD} at school.” AND “{CHILD}…” AT THE TOP OF THE GRID. FOR GRIDS ELC030-ELC050,
ELC055-ELC075, ELC080-ELC100, ELC105-ELC125, AND ELC130-ELC145, DISPLAY “Please focus on {CHILD}’s
early language skills in English based on your experience with {CHILD} at school.” AND “{CHILD}…” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 128 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

ELC200
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from Diamond (2019). Diamond A., Lee C., Senften P., Lam A., and Abbott, D. (2019) Randomized
control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PLOS ONE 14(9):
e0222447. https://doi.org/10.1371/journal.pone.0222447. Retrieved May 1, 2020. Original item asked teachers to rate all
children in their class on this scale. Instructions were adapted. Original scale used only through kindergarten and the
highest skill listed was “Write 2 or more consecutive full sentences composed by child with invented spelling with most
sounds represented.” Original item “Write simple 2-4 letter words with invented spelling on own” was changed to
“Write simple 2-4 letter words with invented spelling.” Original item “Write multi-syllabic words with intended spellings
with most sounds represented” was changed to “Write multi-syllabic words with invented spelling with most sounds
represented.”
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
DISPLAY “ordered below from lowest to highest” AND “highest level” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Next, please think about {CHILD}’s written language. Which of the following writing levels
(ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently
performing (independently, without teacher help)?”
InstResp “Select only one.”
CODES

Scribbling

Drawing a picture

Can copy {his/her} name

Can copy sentences from the board

Write {his/her} name without copying

Can write most letters when asked to write the
letter

Write initial sounds for many words

Write simple 2-4 letter words with invented
spelling

Write multi-syllabic words with invented spelling
with most sounds represented

Compose and write a full sentence with invented
spelling with most sounds represented

Compose and write 2 or more consecutive full
sentences with invented spelling with most
sounds represented

Other (Please specify):

PROGRAMMER INSTRUCTIONS:
HELP FOR CODE 91: Please click NEXT to write in your reply on the next screen.

Page 129 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

Box 1
Round: Spring First-Grade Field Test

IF ELC200 IS 91, GO TO QUESTION ELC200OS. ELSE GO TO ELC205.

ELC200OS
Copyright: No
Round: Spring First-Grade Field Test

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.

ENTER TEXT
200

Length

ELC205
Copyright: No
Round: Spring First-Grade Field Test
Source: New, based on CRP comments.

QUESTION TEXT:
Question “How much does {CHILD} enjoy writing?”
CODES

Not at all

A little bit

Somewhat

Quite a bit

Very much

Page 130 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

Box 2
Round: Spring First-Grade Field Test

GO TO SECTION SSC (Social Skills and Approaches-to-Learning).

Page 131 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: ELC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

SSC

[Social Skills and Approaches-to-Learning]

Sequence: 3

SSC001
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #31; ECLS-K:2011; Shortened instruction for web. Deleted “We realize that
some items apply more to older children, but please answer as accurately as you can.” The Social Skills Rating System
(SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been
adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLSK.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.

QUESTION TEXT:
Question “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.
Fights with others.”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:
BOLD “Never”, “Sometimes”, “Often”, “Very often”, AND “No opportunity to observe” IN HELP TEXT for
CODES 1-5.
HELP FOR CODE 1: Never: {CHILD} never exhibits this behavior.
HELP FOR CODE 2: Sometimes: {CHILD} exhibits this behavior occasionally or sometimes.
HELP FOR CODE 3: Often: {CHILD} exhibits this behavior regularly but not all the time.
HELP FOR CODE 4: Very often: {CHILD} exhibits this behavior most of the time.
HELP FOR CODE 5: No opportunity to observe: No opportunity to observe this behavior.

Page 132 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC002
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS), #56; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”Withdraws from others.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 133 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC003
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS), #64; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”Acts lonely.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 134 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC004
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #43. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Gets angry easily.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 135 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC005
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #37. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Disturbs ongoing activities.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 136 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC006
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Keeps belongings organized.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 137 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC007
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS), #68; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”Says bad things about self.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 138 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC008
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Shows eagerness to learn new things.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 139 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC009
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Works independently.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 140 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC010
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #47. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Acts impulsively.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 141 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC011
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #41. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Argues with others.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 142 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC012
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Easily adapts to changes in routines.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 143 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC013
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Rating System (SSRS), #46; SSIS internalizing problem behavior items replaced the internalizing
items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS. However, SSIS #74 is the same item as
the item from the SSRS used in the ECLS-K:2011; Original SSIS response categories (Never, Seldom, Often, Almost
Always) were changed to the ECLS-K:2011 response categories used for the Social Skills items. The Social Skills Rating
System (SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that
has been adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in
the ECLS-K.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Acts sad or depressed.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 144 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC014
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Persists in completing tasks.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 145 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC015
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Pays attention well.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 146 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC016
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Follows classroom rules.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 147 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC017
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS), #61; This SSIS externalizing problem behavior item was added to the
externalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Is aggressive toward people or objects."
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 148 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC018
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS) #69; This SSIS externalizing problem behavior item was added to the
externalizing items used the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Disobeys rules or requests.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 149 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC019
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS) #62; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Gets embarrassed easily.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 150 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC020
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS) #70; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Has low energy or is lethargic.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 151 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC021
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Social Skills Improvement System (SSIS), #76; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. FOR THE GRID WITH SSC001-SSC005,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSC006-SSC010, SSC011-SSC014, SSC015-SSC018, SSC019-SSC022, DISPLAY “Please think about {CHILD}’s
behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described.”
AT THE TOP OF EACH GRID.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Acts anxious with others.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 152 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

SSC022
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 social skill item from the child-level teacher questionnaire; Item was not used in kindergarten in the
ECLS-K:2011, but was added in spring first grade (on-grade) child-level teacher questionnaire. It was combined with
other externalization items from the Social Skills Rating System (SSRS). The Social Skills Rating System (SSRS) was
developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted
with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:

Never

Sometimes

Often

Very often

No opportunity to observe

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION BRC (Classroom Behavioral Regulation).

Page 153 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SSC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

BRC

[Classroom Behavioral Regulation]

Sequence: 4

BRC001
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.

QUESTION TEXT:
Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the
classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD}
exhibits the behavior described.
Observes rules and follows directions without requiring repeated reminders.”

CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Page 154 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

BRC002
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in
organized way.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC003
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.

QUESTION TEXT:
Question “Completes tasks successfully.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Page 155 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

BRC004
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC005
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Page 156 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

BRC006
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Responds to instructions and then begins an appropriate task without being reminded.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC007
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Takes time to do {his/her} best on a task.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Page 157 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

BRC008
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC009
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Sees own errors in a task and corrects them.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Page 158 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

BRC010
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA:
Abt Associates. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Returns to unfinished tasks after interruption.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION CBC (Classroom Behaviors).

Page 159 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: BRC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

CBC

[Classroom Behaviors]

Sequence: 5

CBC001
Copyright: Yes
Round: Spring First-Grade Field Test
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the Children’s Behavior Questionnaire
(CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue”
description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer
one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”
When practicing an activity, has a hard time keeping {her/his} mind on it.”

CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 160 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC002
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Will move from one task to another without completing any of them.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 161 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC003
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “When drawing or coloring in a book, shows strong concentration.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 162 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC004
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “When building or putting something together, becomes very involved in what {he/she} is doing,
and works for long periods.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 163 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC005
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Is easily distracted when listening to a story.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 164 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC006
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 165 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC007
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Can wait before entering into new activities if {he/she} is asked to.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 166 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC008
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 167 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC009
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Has trouble sitting still when {he/she} is told to (story time, etc.).”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 168 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC010
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Is good at following instructions.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 169 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC011
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 170 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

CBC012
Copyright: Yes
Round: Spring First-Grade Field Test
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; Items contributing to the Attention Focusing and
Inhibitory Control scales come from the Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in
the ECLS-K:2011 (fall kindergarten, spring kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Can easily stop an activity when {he/she} is told "no."”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION STC (Student Teacher Relationship).

Page 171 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: CBC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

STC

[Student-Teacher Relationship]

Sequence: 6

STC001
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.; Same as ECLS-K:2011, spring kindergarten (use the Pianta Stuhlman
reference).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “Now we would like to ask about your relationship with {CHILD}. Below is a series of statements
about your relationship with {him/her}. For each statement, please select the category that most applies to
your relationship with {him/her}.
I share an affectionate, warm relationship with this child.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 172 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC002
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “This child and I always seem to be struggling with each other.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC003
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “If upset, this child will seek comfort from me.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 173 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC004
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “This child is uncomfortable with physical affection or touch from me.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC005
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “This child values {his/her} relationship with me.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 174 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC006
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “When I praise this child, {he/she} beams with pride.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC007
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “This child spontaneously shares information about {himself/herself}.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 175 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC008
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC009
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “It is easy to be in tune with what this child is feeling.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 176 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC010
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “This child remains angry or is resistant after being disciplined.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC011
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “Dealing with this child drains my energy.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 177 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC012
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “When this child is in a bad mood, I know we’re in for a long and difficult day.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC013
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “This child’s feelings toward me can be unpredictable or can change suddenly.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 178 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

STC014
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

STC015
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. FOR GRID STC001-STC005, DISPLAY “Now we would…with {him/her}.”
AT THE TOP OF THE GRID. FOR GRIDS STC006-STC010, AND STC011-STC015, DISPLAY “Please select the
category that most applies to your relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “This child openly shares {his/her} feelings and experiences with me.”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 179 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION SLC (School Liking and Avoidance).

Page 180 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: STC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

SLC

[School Liking and Avoidance]

Sequence: 7

SLC001
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in the child-level teacher questionnaire in the ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC001-SLC004 AND SLC005-SLC007 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” IN A
SMALLER FONT WITH NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this
behavior” SHOULD WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally
displays” AND SUCH THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT
THE ENTIRE PHRASE APPEARS UNDER “Certainly applies.”

QUESTION TEXT:
Question “Please indicate how often each of these items applies to {CHILD}.
Likes to come to school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 181 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC002
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC001-SLC004 AND SLC005-SLC007 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” IN A
SMALLER FONT WITH NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this
behavior” SHOULD WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally
displays” AND SUCH THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT
THE ENTIRE PHRASE APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “Dislikes school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 182 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC003
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 183 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC004
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 184 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC005
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 185 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC006
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 186 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

SLC007
Copyright: No, but other special handling
Round: Spring First-Grade Field Test
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION SPC (Strategic Planning).

Page 187 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SLC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

SPC

[Strategic Planning]

Sequence: 8

SPC001
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169;
Instruction modified. Original instruction: “Please read the statements below to describe the child’s behaviors observed
across the past month.”
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.

QUESTION TEXT:
Question “Please read the statements below and indicate how often each applies to {CHILD}’s behaviors
observed across the past month.
Shows a basic understanding of the relationship between cause and effect (for example, child moves a cup
that is about to be knocked over).”

CODES

Does not apply

Sometimes applies

Consistently applies

Page 188 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

SPC002
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Compares new task or problem to previous one in terms of what solution worked and what did
not.”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC003
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Develops plan of action after considering the possible consequences.”
CODES

Does not apply

Sometimes applies

Consistently applies

Page 189 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

SPC004
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Verbalizes the possible consequences of a particular act or event (for example, “If I take his ball,
then he may cry.”).”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC005
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Self-corrects errors while working on projects or activities.”
CODES

Does not apply

Sometimes applies

Consistently applies

Page 190 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

SPC006
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Develops a plan for multi-step activity (for example, “First, I’m going to turn on the oven. Then, I
will mix the cake and bake it.”).”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC007
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Changes strategies when one solution to a problem doesn’t work.”
CODES

Does not apply

Sometimes applies

Consistently applies

Page 191 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

SPC008
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Teaches another child a new task or skill.”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC009
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Maintains an essential role when participating in a small group activity (for example, other children
depend on this child for direction).”
CODES

Does not apply

Sometimes applies

Consistently applies

Page 192 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

SPC010
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Communicates that problems may have more than one acceptable solution.”
CODES

Does not apply

Sometimes applies

Consistently applies

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION PRC (Peer Relationships).

Page 193 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SPC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

PRC

[Peer Relationships]

Sequence: 9

PRC001
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC001-PRC005 AND PRC006-PRC009 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” IN A
SMALLER FONT WITH NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this
behavior” SHOULD WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally
displays” AND SUCH THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT
THE ENTIRE PHRASE APPEARS UNDER “Certainly applies.”

QUESTION TEXT:
Question “Please indicate how often each of these items applies to {CHILD}, particularly in the context of
{his/her} behavior with peers.
Seems concerned when other children are distressed.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 194 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC002
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC001-PRC005 AND PRC006-PRC009 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” IN A
SMALLER FONT WITH NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this
behavior” SHOULD WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally
displays” AND SUCH THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” IN A SMALLER
FONT WITH NO BOLD AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT
THE ENTIRE PHRASE APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “Is not chosen as playmate by peers.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 195 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC003
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 196 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC004
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 197 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC005
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 198 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC006
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 199 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC007
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 200 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC008
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 201 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

PRC009
Copyright: Yes
Round: Spring First-Grade Field Test
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Spring First-Grade Field Test

GO TO SECTION PVC (Peer Victimization).

Page 202 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PRC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

PVC

[Peer Victimization]

Sequence: 10

Box 1
Round: Spring First-Grade Field Test

IF THE MYECLS WEBSITE INDICATES THAT THE CHILD IS IN KINDERGARTEN RATHER THAN FIRST GRADE,
THEN GO TO BOX 2 AT THE END OF SECTION PVC. (THE PEER VICTIMIZATION ITEMS ARE NOT ASKED FOR
CHILDREN WHO ARE IN KINDERGARTEN FOR THE FIRST-GRADE ROUND BELOW-GRADE PATH.)
ELSE GO TO PVC005A (TO ASK QUESTIONS FOR CHILDREN WHO ARE IN FIRST GRADE OR HIGHER FOR THE
FIRST-GRADE ROUND ON-GRADE PATH).

PVC005a
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2 , 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC005a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often have other students ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year ” AND “other students” and “{CHILD}” IN QUESTION TEXT.
QUESTION TEXT:
Question “During this school year, how often have other students ...

Teased, made fun of, or called {CHILD} names?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 203 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC005b
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC005a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often have other students ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “other students” IN QUESTION TEXT.
UNDERLINE “{CHILD}” IN QUESTION TEXT.
QUESTION TEXT:
Question “Told lies or untrue stories about {CHILD}?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 204 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC005c
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC005a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often have other students ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “other students” IN QUESTION TEXT.
UNDERLINE “{CHILD}” IN QUESTION TEXT.
QUESTION TEXT:
Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 205 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC005d
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC005a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often have other students ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “other students” IN QUESTION TEXT.
UNDERLINE “{CHILD}” IN QUESTION TEXT.
QUESTION TEXT:
Question “Intentionally excluded or left {CHILD} out from playing with them?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 206 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC010a
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC010a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often has {CHILD} ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “{CHILD}” AND “other students” IN QUESTION TEXT.
QUESTION TEXT:
Question “During this school year, how often has {CHILD} ...
Teased, made fun of, or called other students names?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 207 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC010b
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC010a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often has {CHILD} ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “{CHILD}” IN QUESTION TEXT.
UNDERLINE “other students” IN QUESTION TEXT.
QUESTION TEXT:
Question “Told lies or untrue stories about other students?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 208 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC010c
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC010a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often has {CHILD} ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “{CHILD}” IN QUESTION TEXT.
UNDERLINE “other students” IN QUESTION TEXT.
QUESTION TEXT:
Question “Pushed, shoved, slapped, hit, or kicked other students?”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 209 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

PVC010d
Copyright: No
Round: Spring First-Grade Field Test
Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and
psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted and used with permission.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PVC010a-d ON THE SAME SCREEN IN A GRID. DISPLAY
“During this school year, how often has {CHILD} ...” AT THE TOP OF THE GRID.
UNDERLINE “During this school year” AND “{CHILD}” IN QUESTION TEXT.
UNDERLINE “other students” IN QUESTION TEXT.
QUESTION TEXT:
Question “Intentionally excluded or left other students out from playing with him or her?”
CODES

Never

Rarely

Sometimes

Often

Very often

Box 2
Round: Spring First-Grade Field Test

GO TO SECTION SIC (Student Information).

Page 210 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: PVC
2020-08-21 11:19

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall 2021 - Form TQC1A-FT
Section

SIC

[Student Information]

Sequence: 11

Box 1
Round: Spring First-Grade Field Test

IF CHILD IS BELOW GRADE ACCORDING TO MyECLS WEBSITE, GO TO SIC001, ELSE GO TO SIC002a.

SIC001
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information Q1)

QUESTION TEXT:
Question “In which grade is {CHILD} enrolled?"

InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, and
transitional first (or pre-first) grade.”
CODES

Kindergarten (Full-day program)

Kindergarten (Part-day program)

First grade or higher

This is an ungraded classroom

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
SK SKIPS TO NEXT QUESTION (SIC002).

Page 211 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

BOX 2
Round: Spring First-Grade Field Test

IF ONE OF THE CODES IN QUESTION SIC001 = 3 OR 4, GO TO BOX 3. ELSE GO TO SIC002.

SIC002
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (below grade) (Student Information
Q2) (Updated for 2023, transitional/pre-1st grade ‘ third year in kindergarten response option added.)

QUESTION TEXT:
Question “Is the 2021-22 school year {CHILD}’s...?"
InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, and
transitional first (or pre-first) grade.”
CODES

First year in kindergarten

Second year in kindergarten

Third year or more in kindergarten

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.

Box 3
Round: Spring First-Grade Field Test

GO TO SIC003.
(NOTE: THIS SKIPS CHILDREN WHO ARE ON THE BELOW-GRADE PATH OVER THE ON-GRADE PATH
QUESTION.)

Page 212 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC002a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First Grade Classroom Teacher, Child-level Questionnaire (Student Information Q1)

QUESTION TEXT:
Question “In which grade is {CHILD} enrolled?"

InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, and
transitional first (or pre-first) grade.”
CODES

Kindergarten (Full-day program)

Kindergarten (Part-day program)

First grade

Second grade

Third grade or higher

This is an ungraded classroom

PROGRAMMER INSTRUCTIONS:

USE TEACHER SURVEY PROBE.

SIC003
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First Grade (on grade) Classroom Teacher Child-level Questionnaire (Student Information Q2)

QUESTION TEXT:
Question “How long has {CHILD} been in your classroom this school year?"
CODES

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

Page 213 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC004
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information, Q3)

QUESTION TEXT:
Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”
CODES

Never

Seldom

Usually

Always

SIC005
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from ECLS-K:2011 Spring 2016 Reading Teacher Questionnaire Child-level Survey (D3) (Replaced
‘reading/language arts class’ with ‘you class’).

QUESTION TEXT:
Question “Please indicate the total number of times {CHILD} has been absent from your class during the
current school year?”
CODES

No absences

1 to 4 absences

5 to 7 absences

8 to 10 absences

11 to 19 absences

20 or more absences

Page 214 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC006
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring First Grade Teacher Child-level Survey (below grade) (Student Information Q4).

QUESTION TEXT:
Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”

InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.’"
CODES

Yes

SIC008

Not applicable

SIC008

PROGRAMMER INSTRUCTIONS:
SK skips to SIC008.

SIC007
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q5)
(Separated ‘Emotional/family Problems’ response choice into two response choices as follows, ‘Emotional problems’
and ‘Family problems’).

QUESTION TEXT:
Question “Why has {CHILD} fallen behind in school work?”
InstResp “Select all that apply.”
CODES

Code All That Apply

A health problem

A disciplinary problem

Lack of effort

Disorganized

Lacks prerequisite skills

Frequent absences

Emotional problems

Family problems

Some other reason (Please specify):

PROGRAMMER INSTRUCTIONS:
HELP FOR CODE 91: Please click NEXT to write in your reply on the next screen.

Page 215 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

Box 4
Round: Spring First-Grade Field Test

IF ONE OF THE CODES IN QUESTION SIC007 = 91, GO TO QUESTION SIC007OS. ELSE GO TO SIC008.

SIC007OS
Copyright: No
Round: Spring First-Grade Field Test

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.

ENTER TEXT

Length

100

SIC008
Copyright: No
Round: Spring First-Grade Field Test
Source: New item created by Westat.

QUESTION TEXT:
Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for
discipline as a result of misbehavior?”
ENTER NUMBER

Range

0 to 1000

Soft Range

1 to 19

PROGRAMMER INSTRUCTIONS:

IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT
SIC008}. Are you sure this is correct? When it is correct, select Next to continue."

Page 216 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC010
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q6 (Previously
formatted as yes or no on each row)

QUESTION TEXT:
Question “During this school year, has {CHILD} received instruction in the following types of programs in your
school?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Individual tutoring remedial program in
reading/language arts

Individual tutoring remedial program in
mathematics

Pull-out (that is, out of classroom) small group
remedial program in reading/language arts

Pull-out (that is, out of classroom) small group
remedial program in mathematics

Gifted and talented program in reading/language
arts

Gifted and talented program in mathematics

None of the above

PROGRAMMER INSTRUCTIONS:
HELP FOR CODE 5: Gifted and talented programs include enrichment and accelerated program.
HELP FOR CODE 6: Gifted and talented programs include enrichment and accelerated program.

Page 217 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC011a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC011a-c ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, has {CHILD} received instruction and/or related services in your school at any of the
following times outside of the regular school day?” AT THE TOP OF THE GRID.
DISPLAY “in your school “ AND “outside of the regular school day” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “During this school year, has {CHILD} received instruction and/or related services in your school at
any of the following times outside of the regular school day?

Instruction or services before school”
CODES

Yes

Not offered

Don’t know

SIC011b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC011a-c ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, has {CHILD} received instruction and/or related services in your school at any of the
following times outside of the regular school day?” AT THE TOP OF THE GRID.
DISPLAY “in your school “ AND “outside of the regular school day” IN UNDERLINE TEXT.

QUESTION TEXT:
Question “Instruction or services after school”
CODES

Yes

Not offered

Don’t know

Page 218 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC011c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC011a-c ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, has {CHILD} received instruction and/or related services in your school at any of the
following times outside of the regular school day?” AT THE TOP OF THE GRID.
DISPLAY “in your school “ AND “outside of the regular school day” IN UNDERLINE TEXT.
QUESTION TEXT:
Question ”Instruction or services on weekends”
CODES

Yes

Not offered

Don’t know

SIC012
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q8)

QUESTION TEXT:
Question “Is English {CHILD}’s native language?”
CODES

Yes

Don’t know

PROGRAMMER INSTRUCTIONS:
SK AND DON’T KNOW GO TO NEXT QUESTION (SIC013).

Page 219 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC013
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q9)

QUESTION TEXT:
Question “Does {CHILD} participate in an instructional program designed to teach English language skills to
children with limited English proficiency?”
CODES

Yes

SIC019

PROGRAMMER INSTRUCTIONS:

SK SKIPS TO SIC019.

Page 220 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC014
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D7)
DISPLAY INSTRUCTIONS:
DISPLAY “solely in English “ IN UNDERLINE TEXT.
QUESTION TEXT:
Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an…?”
CODES

Program that focuses on developing students’
literacy in two languages

Program that focuses on developing students’
literacy solely in English

No specialized language program is provided to
this child

Other program(s) (Please specify):

SIC018

PROGRAMMER INSTRUCTIONS:

SK SKIPS TO SIC018.
DISPLAY CODE 91 BEFORE CODE 3.
HELP FOR CODE 1: For example:
•Two-way immersion program or two-way bilingual program
•Developmental bilingual program, late exit transitional program, or maintenance bilingual program
•Transitional program, early exit bilingual program, or early exit transitional program
•Heritage language program or indigenous language program
HELP FOR CODE 2: For example:
•Sheltered English instruction or content-based English as a Second Language (ESL) program
•Structured English Immersion (SEI)
•Pull-out English as a Second Language (ESL) or English Language Development (ELD)
•Push-in ESL program
HELP FOR CODE 91: Please click NEXT to write in your reply on the next screen

Box 5
Round: Spring First-Grade Field Test

IF SIC014 = 91, GO TO QUESTION SIC014OS.

Page 221 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC014OS
Copyright: No
Round: Spring First-Grade Field Test

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
ENTER TEXT

100

Length

SIC016a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8a)
DISPLAY INSTRUCTIONS:

DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC016a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “How often does {CHILD} usually receive specialized language instruction of the following program
types?
Program that focuses on developing students’ literacy in two languages”
CODES

Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

Page 222 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC016b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8b)
DISPLAY INSTRUCTIONS:
DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC016a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Program that focuses on developing students’ literacy solely in English”
CODES

Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

Page 223 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC016c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8c)
DISPLAY INSTRUCTIONS:
DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC016a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID.
QUESTION TEXT:
Question “Other program”
CODES

Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

Page 224 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC017a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D9a)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC017a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “On the days when {CHILD} receives specialized language instruction, for how much time does
{he/she} receive instruction of the following program types?
Program that focuses on developing students’ literacy in two languages”
CODES

Not applicable/Never

Less than ½ hour

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

Page 225 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC017b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D9b)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC017a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Program that focuses on developing students’ literacy solely in English”
CODES

Not applicable/Never

Less than ½ hour

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

Page 226 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC017c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D9c)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC017a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Other program”
CODES

Not applicable/Never

Less than ½ hour

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

SIC018
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D10) (replaced ‘reading
instruction’ with ‘academic instruction’)
DISPLAY INSTRUCTIONS:
DISPLAY “academic instruction" IN UNDERLINE TEXT.
QUESTION TEXT:
Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native
language?”
CODES

None of the time

Less than half of the time

Half of the time

More than half of the time

Almost all the time

Page 227 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC019
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q13)
(Rephrased question, dropping the phrase ‘on record with the school’ from the end of the question.)

QUESTION TEXT:
Question "Does {CHILD} have an IEP/IFSP?"
CODES

Yes

PROGRAMMER INSTRUCTIONS:

HELP FOR STEM: 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.
HELP FOR STEM: Individual Family Service Place (IFSP): A plan developed to support children and families
involved in early intervention (birth to age 3).

SIC020
Copyright: No
Round: Spring First-Grade Field Test
Source: New item created by Westat.

QUESTION TEXT:
Question "Does {CHILD} have a 504 plan?"
CODES

Yes

PROGRAMMER INSTRUCTIONS:

HELP CODE FOR STEM: 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.

Page 228 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC021
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q14); Restructured
as a “select all that apply” rather than yes/no for each type of program.

QUESTION TEXT:
Question “Does {CHILD} receive instruction in any of the following types of programs in your school?”
InstResp "Select all that apply."
CODES

Code All That Apply

Speech-language therapy for children with
speech or language disorders/impairments

Special education services, not including speech
therapy, whether provided in the classroom or in
a pull-out setting

None of the above

Page 229 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC022
Copyright: No
Round: Spring First-Grade Field Test
Source: New item created by Westat based on support services identified in the U.S. Department of Education PreElementary Education Longitudinal Study (PEELS).

QUESTION TEXT:
Question “During this school year, has {CHILD} received the following support services from your school (for
example, from a school psychologist, guidance counselor, or other personnel responsible for providing other
related services, including itinerant personnel)?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Social work services

Mental health services (for example.,
personal/group counseling, therapy, or
psychiatric care)

Behavior management program

Service coordination/case management services

Training/counseling for their family and/or
caregivers

None of the above

Other (Please specify):

PROGRAMMER INSTRUCTIONS:

HELP FOR CODE 91: Please click NEXT to write in your reply on the next screen

Box 6
Round: Spring First-Grade Field Test

IF ONE OF THE CODES IN QUESTION SIC022 = 91, GO TO QUESTION SIC022OS. ELSE GO TO SIC023.

Page 230 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC022OS
Copyright: No
Round: Spring First-Grade Field Test

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
ENTER TEXT

100

Length

SIC023
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q15)

QUESTION TEXT:
Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English
proficiency) to participate in the school’s testing or assessment program?”
CODES

Yes

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

Page 231 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC024
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q16)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC024 and SIC025 ON SAME SCREEN IN A GRID.
DISPLAY “structured” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “During structured play time, how does {CHILD} compare with other children in the class in terms of
physical activity?”
CODES

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

SIC025
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q17)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC024 and SIC025 ON SAME SCREEN IN A GRID.
DISPLAY “unstructured” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms
of physical activity?”
CODES

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

Page 232 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC026a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?

Reading”
CODES

Below grade level

About on grade level

Above grade level

SIC026b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Writing”
CODES

Below grade level

About on grade level

Above grade level

Page 233 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC026c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Oral language”
CODES

Below grade level

About on grade level

Above grade level

SIC026d
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Math”
CODES

Below grade level

About on grade level

Above grade level

Page 234 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC026e
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Science”
CODES

Below grade level

About on grade level

Above grade level

SIC026f
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC026a-f ON SAME SCREEN IN A GRID.
DISPLAY “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on
curriculum standards for {his/her} current grade level?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Social studies”
CODES

Below grade level

About on grade level

Above grade level

Page 235 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC027
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (D16)
DISPLAY INSTRUCTIONS:
DISPLAY “reading” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in reading do you currently
have in {CHILD}’s class?”
CODES

I do not use instructional groups for reading

Two

Three

Four

Five or more

SIC029

PROGRAMMER INSTRUCTIONS:
SK SKIPS TO SIC029.
USE TEACHER SURVEY PROBE.

SIC028
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (Student Information, D17)

QUESTION TEXT:
Question “In which reading instructional group is {CHILD} currently placed?”

InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group
below.”
ENTER NUMBER

Range

1 to 10

Soft Range

1 to 5

PROGRAMMER INSTRUCTIONS:
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT
SIC028}. Are you sure this is correct? When it is correct, select Next to continue."

Page 236 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC029
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A9)
DISPLAY INSTRUCTIONS:
DISPLAY “mathematics” IN UNDERLINE TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in mathematics do you
currently have in {CHILD}'s class?”
CODES

I do not use instructional groups for mathematics

Two

Three

Four

Five or more

SIC031a

PROGRAMMER INSTRUCTIONS:
SK SKIPS TO SIC031a.
USE TEACHER SURVEY PROBE.

SIC030
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A10)

QUESTION TEXT:
Question “In which mathematics instructional group is {CHILD} currently placed?”

InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group
below.”
ENTER NUMBER

Range

1 to 10

Soft Range

1 to 5

PROGRAMMER INSTRUCTIONS:
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT
SIC030}. Are you sure this is correct? When it is correct, select Next to continue."

Page 237 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC031a
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC031a-e ON SAME SCREEN IN A GRID.
DISPLAY “During this school year, have {CHILD}’s parents/guardians participated in the following activities?”
AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities?
Attended regularly-scheduled conferences at your school”
CODES

Yes

Not applicable/Not offered

SIC031b
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC031a-e ON SAME SCREEN IN A GRID.
DISPLAY “During this school year, have {CHILD}’s parents/guardians participated in the following activities?”
AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}'s progress”
CODES

Yes

Not applicable/Not offered

Page 238 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC031c
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC031a-e ON SAME SCREEN IN A GRID.
DISPLAY “During this school year, have {CHILD}’s parents/guardians participated in the following activities?”
AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Returned your telephone calls or emails”
CODES

Yes

Not applicable/Not offered

SIC031d
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24)
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC031a-e ON SAME SCREEN IN A GRID.
DISPLAY “During this school year, have {CHILD}’s parents/guardians participated in the following activities?”
AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Initiated contact with you”
CODES

Yes

Not applicable/Not offered

Page 239 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC031e
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24)
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC031a-e ON SAME SCREEN IN A GRID.
DISPLAY “During this school year, have {CHILD}’s parents/guardians participated in the following activities?”
AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Volunteered to help you in your classroom or school”
CODES

Yes

Not applicable/Not offered

SIC032
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q25); Added
“Overly involved.”

QUESTION TEXT:
Question “How involved at the school would you say {CHILD}’s parents/guardians are?”
CODES

Not involved at all

Somewhat involved

Very involved

Overly involved

Don’t know

Page 240 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC034
Copyright: No
Round: Spring First-Grade Field Test
Source: Adapted from the ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information
Q27) by eliminating the gate question and making it a select all that apply.

QUESTION TEXT:
Question “During this school year, besides regular teacher conferences, have you communicated with
{CHILD}’s parents/guardians for any of the following purposes?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Behavior problems the child was having in school

Any problems the child was having with school
work

Anything the child was doing particularly well in
or better in at school

None of the above

SIC035
Copyright: No
Round: Spring First-Grade Field Test
Source: ECLS-K:2011 Third Grade Classroom Teacher, Child-level Questionnaire (Q E22).

QUESTION TEXT:
Question “Are you {CHILD}’s primary teacher in the following subject areas?”
InstResp “Select all that apply.”

CODES

Code All That Apply

Reading/Language Arts

Mathematics

Science

Social Studies

PROGRAMMER INSTRUCTIONS:
HELP TEXT FOR STEM: A primary teacher is the teacher who is responsible for all learning in that subject
area. The primary teacher writes all lesson plans and handles all activities and assessments in that subject
area. If you co-teach a subject area with another teacher but think you could report about {CHILD}, please
report that you are {his/her} primary teacher for that subject area.

Page 241 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

SIC036
Copyright: No
Round: Spring First-Grade Field Test
Source: New.

QUESTION TEXT:
Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the
Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to
the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be
completed."

PROGRAMMER INSTRUCTIONS:
INCLUDE FINISH BUTTON THAT ROUTES BACK TO MANAGEMENT SYSTEM TEACHER LANDING PAGE.

Box 7
Round: Spring First-Grade Field Test

CASE WITH COMPLETED TEACHER SURVEY SHOULD ROUTE BACK TO MANAGEMENT SYSTEM SO THAT THE
TEACHER MAY SELECT ANOTHER CHILD SURVEY ASSIGNED TO HIM/HER, IF APPLICABLE.

Page 242 of 242

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall
2021 - Form TQC1A-FT :: SIC
2020-08-21 11:19

File Type	application/pdf
Author	Nancy Vaden-Kiernan
File Modified	2020-08-25
File Created	2020-08-21