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

OMB# 1850-0750 v.22

$WWDFKPHQWD6
Spring First-Grade Child-Level
TeacherPaper 6XUYH\
National Center for Education Statistics
U.S. Department of Education

September 2020

Teacher Survey
(Child-Level)
2021

S_ID

T_ID
T

Link_ID
P

C_ID
C

Completing this survey will help us learn more about children and their
experiences in different schools and classrooms.
Thank you for your time!
To show our appreciation, we have included with your invitation a check that
equals $20 for the teacher background survey plus $7 for every child for
whom you’ve been asked to complete a survey.
Please return the survey to your school coordinator or an ECLS staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750 v.22. The time required to complete
this information collection is estimated to average approximately 15 minutes per child-level survey including the time to review instructions and complete and
review the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection,
or any comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study,
National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202. # 1850-0750 v.22.
OMB No. 1850-0750, v.22. Approval expires xx/xx/xxxx
TQC1A-FT

Draft

Early Childhood Longitudinal Study
First-Grade Teacher Survey (Child Level)
Fall 2021 - Form TQC1A-FT

INTRODUCTION

Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study (ECLS),
a nation-wide study of elementary-aged children, their schools, teachers, and parents. As
part of the study, we are asking teachers at your school to complete surveys. You have
been asked to complete this survey because one or more of the children in your class(es)
are participants in this study. The child who is the subject of this survey is identified on the
cover. This survey contains questions about this child’s skills and abilities.
The ECLS collects information from teachers of children who are in the study to investigate
the relationship between children’s academic progress and various school, classroom,
teacher, and home characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a
question you do not want to answer. However, only you can provide this information.
Although we realize you are very busy, we urge you to complete this survey as completely
and accurately as possible.

THANK YOU VERY MUCH FOR YOUR HELP.

28
i

TQC1A-FT

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

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

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

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

0, and do not

Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

ii

TQC1A-FT

Draft

ACADEMIC RATING SCALE
We would like for you to rate this child's current skills, knowledge, and behaviors within language and literacy
(section 1), science (section 2), and mathematical thinking (section 3), based on your experience with him or her.
If you are not the primary teacher in any of these areas, you may want to consult with the person most familiar
with the child's progress in the area when completing the scales.
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 or 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 this child compared to other children of the same age level. Please consider the full range of ratings
when answering.

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.
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 this child has limited English proficiency or is an English language learner, answer with his or her native
language in mind if he or she does not yet demonstrate skills in English but does demonstrate them in his or
her native language.
If this 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.

29
iii

TQC1A-FT

21169

SECTION 1: LANGUAGE AND LITERACY
A1.

First, please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

a. 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.
b. 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.
c. 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").
d. 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.”
e. 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.”
f. 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?"
g. 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.
1

TQC1A-FT

Not
applicable
or
Skill not
yet taught

21169

A1.

(Cont.) Please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

h. 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.
i. Reads first-grade books fluently – for
example, easily reads words in meaningful
phrases rather than reading word by word.
j. 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.")
k. Composes a story with a clear beginning,
middle, and end.
l. 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.
m. Demonstrates an understanding of some of
the conventions of print – for example, by
appropriately using question marks,
exclamation points, and quotation marks.
n. Finds meaningful units in words such as
prefixes, suffixes, and base words.

2

TQC1A-FT

Not
applicable
or
Skill not
yet taught

21169

SECTION 2: SCIENCE
B1.

Next, please rate this child's current skills, knowledge, and behaviors in SCIENCE.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

a. 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.
b. Forms explanations based on observations
and explorations – for example, explains the
best growing conditions for a plant after
investigating with light and water.
c. 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.
d. Makes logical predictions when pursuing
scientific investigations – for example,
predicts whether or not objects are magnetic
based on the materials they are made of.
e. Communicates scientific information – for
example, records data from measurement
tools (for example, clocks, thermometers, etc.),
or constructs bar graphs.
f. 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.
g. 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.
h. Shows an understanding of cause and effect –
for example, knows if he or she pushes a ball
harder, it will go faster.

3

TQC1A-FT

Not
applicable
or
Skill not
yet taught

21169

SECTION 3: MATHEMATICAL THINKING
C1.

Now, please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

a. 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.)
b. Fluently adds and subtracts within 10.
c. Fluently adds and subtracts within 20 using
a variety of mental strategies – for example,
making 10 ( 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).
d. 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.
e. 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.
f. 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 = __.
g. 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.
4

TQC1A-FT

Not
applicable
or
Skill not
yet taught

21169

C1.

(Cont.) Please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

h. 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.
i. Measures length to the nearest whole
number using common measurement
instruments – for example, ruler, yardstick,
meterstick, or tape measure.
j. 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).

5

TQC1A-FT

Not
applicable
or
Skill not
yet taught

21169

SECTION 4: EARLY LANGUAGE SKILLS
D1.

For this set of questions, please focus on this child’s early language skills in English based on your
experience with this child at school. Think about your experience with this child at school. Mark the
response option that best indicates how often this child exhibits the following early language skills
when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
Never

THIS CHILD...
a.

Recalls and communicates personal experiences
he/she has had to peers in a logical way.

b.

Answers questions that are not just an explicit
recall of facts but that require some higher-level
thinking.

c.

Is a good listener in conversations with peers.

d.

Uses a varied vocabulary in spoken language.

e.

Responds to questions in a thoughtful way that
makes sense.

f.

Uses grammatically correct sentences when
speaking.

g.

Recalls and communicates the meaning of a
story or other experiences/events which he/she
has heard.

h.

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”).

i.

Asks on-topic questions that are relevant to the
discussion in the classroom.

j.

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.

k.

Is a good listener in conversations with adults.

l.

Instructs peers in tasks which need to be done
in a certain order.

Rarely

Sometimes

Often

m. Uses academic language learned in the
classroom when speaking.

6

TQC1A-FT

Very
often

21169

D1.

(Cont.) For this set of questions, please focus on this child’s early language skills in English based on
your experience with this child at school. Think about your experience with this child at school. Mark
the response option that best indicates how often this child exhibits the following early language
skills when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
Never

THIS CHILD...
n.

Uses language effectively to initiate appropriate
interactions with other children.

o.

Tries repeatedly to communicate information
which has not been understood.

p.

Uses evidence from a text or word problem to
support his or her answer.

q.

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.”

r.

Uses long sentences with descriptive language
and connecting words in a grammatically
appropriate way when speaking.

s.

Asks questions about information which is unclear
to him/her.

t.

Shows understanding of spoken instructions and
daily conversations.

u.

Tries out new words (for example, heard in stories
or from teacher) when speaking.

v.

Uses language effectively to initiate appropriate
interactions with adults.

Rarely

Sometimes

Often

w. Relates and communicates personal experiences
in a logical way or “in a way that makes sense."
x.

Uses descriptive vocabulary such as adjectives
and/or adverbs when speaking to provide detail.

y.

Rephrases questions or asks follow-up questions
if he/she does not get the information he/she
wanted.

z.

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.”
7

TQC1A-FT

Very
often

21169

D1.

(Cont.) For this set of questions, please focus on this child’s early language skills in English based on
your experience with this child at school. Think about your experience with this child at school. Mark
the response option that best indicates how often this child exhibits the following early language
skills when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
Never

THIS CHILD...

Rarely

Sometimes

Often

aa. Maintains a conversation with others that has
at least three conversational turns focused on
a single topic.
bb. Actively contributes within a classroom discussion.
cc. Finds meaningful units in words such as prefixes,
suffixes, and base words.

8

TQC1A-FT

Very
often

21169

D2.

Next, please think about this child's written language. Which of the following writing levels
(ordered below from lowest to highest) best describes the highest level at which this child is
currently performing (independently, without teacher help)? MARK ONE RESPONSE.
Scribbling
Drawing a picture
Can copy his or her name
Can copy sentences from the board
Write his or 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):

D3.

How much does this child enjoy writing? MARK ONE RESPONSE.
Not at all
A little bit
Somewhat
Quite a bit
Very much

9

TQC1A-FT

21169

SECTION 5: SOCIAL SKILLS AND APPROACHES-TO-LEARNING
E1.

For this set of items, please think about this child's behavior during the past month or two. Decide
how often the child demonstrates the behavior described. MARK ONE RESPONSE ON EACH ROW.
Never
Sometimes
Often
Very often
No opportunity

→
→
→
→
→

Child never exhibits this behavior.
Child exhibits this behavior occasionally or sometimes.
Child exhibits this behavior regularly but not all the time.
Child exhibits this behavior most of the time.
No opportunity to observe this behavior.
How Often?

Never
a.

Fights with others.

b.

Withdraws from others.

c.

Acts lonely.

d.

Gets angry easily.

e.

Disturbs ongoing activities.

f.

Keeps belongings organized.

g.

Says bad things about self.

h.

Shows eagerness to learn new things.

i.

Works independently.

j.

Acts impulsively.

k.

Argues with others.

l.

Easily adapts to change in routines.

Sometimes

Often

Very
often

No
opportunity
to observe

m. Acts sad or depressed.
n.

Persists in completing tasks.

o.

Pays attention well.

p.

Follows classroom rules.

q.

Is aggressive toward people or objects.

r.

Disobeys rules or requests.

s.

Gets embarrassed easily.

Source: Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills Improvement
System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved.

10

TQC1A-FT

21169

E1.

(Cont.) For this set of items, please think about this child's behavior during the past month or two.
Decide how often the child demonstrates the behavior described. MARK ONE RESPONSE ON EACH ROW.
Never
Sometimes
Often
Very often
No opportunity

→
→
→
→
→

Child never exhibits this behavior.
Child exhibits this behavior occasionally or sometimes.
Child exhibits this behavior regularly but not all the time.
Child exhibits this behavior most of the time.
No opportunity to observe this behavior.
How Often?

Never
t.

Has low energy or is lethargic.

u.

Acts anxious with others.

v.

Talks during quiet study time.

Sometimes

Often

Very
often

No
opportunity
to observe

Source: Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills Improvement
System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved.

11

TQC1A-FT

21169

SECTION 6: CLASSROOM BEHAVIORAL REGULATION
F1.

Now we would like you to think about this child's behavior with other children and adults in the
classroom and his or her work with materials. Select the response that best indicates the frequency
this child exhibits the behavior described. MARK ONE RESPONSE ON EACH ROW.

Never
a.

Observes rules and follows directions
without requiring repeated reminders.

b.

Completes learning tasks involving two or
more steps (for example, cutting and pasting)
in organized way.

c.

Completes tasks successfully.

d.

Attempts new challenging tasks.

e.

Concentrates when working on a task; is not
easily distracted by surrounding activities.

f.

Responds to instruction and then begins an
appropriate task without being reminded.

g.

Takes time to do his or her best on a task.

h.

Finds and organizes materials and works in an
appropriate place when activities are initiated.

i.

Sees own errors in a task and corrects them.

j.

Returns to unfinished tasks after interruption.

Rarely

Sometimes

Frequently/
Usually
Always

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.

12

TQC1A-FT

21169

SECTION 7: CLASSROOM BEHAVIORS
G1.

For this set of items, please read each statement and decide whether it is a “true” or “untrue” description
of this 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 this child in that situation, then select “not applicable."
MARK ONE RESPONSE ON EACH ROW.

Extremely
untrue

Quite
untrue

Slightly
untrue

Neither
true nor
untrue

Slightly
true

Quite
true

Extremely
Not
true
applicable

a. When practicing an activity, has a
hard time keeping her/his mind
on it.
b. Will move from one task to another
without completing any of them.
c. When drawing or coloring in a
book, shows strong concentration.
d. When building or putting something
together, becomes very involved in
what s/he is doing, and works for
long periods.
e. Is easily distracted when listening
to a story.
f. Sometimes becomes absorbed in
a picture book and looks at it for a
long time.
g. Can wait before entering into new
activities if s/he is asked to.
h. Plans for new activities or changes
in routine to make sure s/he has
what will be needed.
i. Has trouble sitting still when s/he
is told to (story time, etc.).
j. Is good at following instructions.
k. Approaches places that s/he thinks
might be "risky" slowly and
cautiously.
l. Can easily stop an activity when
s/he is told "no."

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. Used with permission.

13

TQC1A-FT

21169

SECTION 8: STUDENT-TEACHER RELATIONSHIP
H1.

Now we would like to ask about your relationship with this child. Below is a series of statements
about your relationship with him or her. For each statement, please select the category that most
applies to your relationship with this child. MARK ONE RESPONSE ON EACH ROW.
Definitely
does
not apply

a.

I share an affectionate, warm
relationship with this child.

b.

This child and I always seem to be
struggling with each other.

c.

If upset, this child will seek comfort from me.

d.

This child is uncomfortable with physical
affection or touch from me.

e.

This child values his/her relationship with me.

f.

When I praise this child, he/she beams with
pride.

g.

This child spontaneously shares information
about himself/herself.

h.

This child easily becomes angry at me.

i.

It is easy to be in tune with what this
child is feeling.

j.

This child remains angry or is resistant
after being disciplined.

k.

Dealing with this child drains my energy.

l.

When this child is in a bad mood, I know
we're in for a long and difficult day.

Not
really

Neutral,
not sure

Applies
Definitely
sometimes
applies

m. This child's feelings towards me can be
unpredictable or can change suddenly.
n.

This child is sneaky or manipulative with me.

o.

This child openly shares his/her feelings and
experiences with me.

Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school.
School Psychology Review, 33(3), 444-458. Used with permission.

14

TQC1A-FT

21169

SECTION 9: SCHOOL LIKING AND AVOIDANCE
I1.

For the items below, please indicate how often each of these items applies to this child.
MARK ONE RESPONSE ON EACH ROW.

a.

Likes to come to school.

b.

Dislikes school.

c.

Has fun at school.

d.

Likes being in school.

e.

Seems unhappy in school.

f.

Enjoys most classroom activities.

g.

Groans or complains about suggested
activities.

Doesn't apply

Sometimes applies

Certainly applies

Seldom displays
this behavior

Occasionally displays
this behavior

Often displays
this behavior

Source: School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission.

15

TQC1A-FT

21169

SECTION 10: STRATEGIC PLANNING
J1.

Please read the statements below and indicate how often each applies to this child’s behaviors
observed across the past month. MARK ONE RESPONSE ON EACH ROW.

Does not apply
a.

Shows a basic understanding of the
relationship between cause and effect
(for example, child moves a cup that is
about to be knocked over).

b.

Compares new task or problem to previous
one in terms of what solution worked and
what did not.

c.

Develops plan of action after considering
the possible consequences.

d.

Verbalizes the possible consequences of
a particular act or event (for example, "If I
take his ball, then he may cry.").

e.

Self-corrects errors while working on
projects or activities.

f.

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.").

g.

Changes strategies when one solution to a
problem doesn't work.

h.

Teaches another child a new task or skill.

i.

Maintains an essential role when participating
in a small group activity (for example, other
children depend on this child for direction).

j.

Communicates that problems may have
more than one acceptable solution.

Sometimes applies Consistently applies

Source: Adapted from the Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Used with permission.
McDermott, P. A. (2018). Learning-To-Learn Scales. Philadelphia: Edumetric and Clinical Science.

16

TQC1A-FT

21169

SECTION 11: PEER RELATIONSHIPS
K1.

Please indicate how often each of these items applies to this child, particularly in the context of his
or her behavior with peers. MARK ONE RESPONSE ON EACH ROW.

a.

Seems concerned when other
children are distressed.

b.

Is not chosen as playmate by peers.

c.

Peers avoid this child.

d.

Is kind toward peers.

e.

Is excluded from peers' activities.

f.

Is cooperative with peers.

g.

Shows concern for moral issues (for
example, fairness, welfare of others).

h.

Is ignored by peers.

i.

Offers help or comfort when other
children are upset.

Doesn't apply

Sometimes applies

Certainly applies

Seldom displays
this behavior

Occasionally displays
this behavior

Often displays
this behavior

Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission.

17

TQC1A-FT

21169

K2.

During this school year, how often have other students ... MARK ONE RESPONSE ON EACH ROW.

Never
a.

Teased, made fun of, or called this student
names?

b.

Told lies or untrue stories about this student?

c.

Pushed, shoved, slapped, hit, or kicked this
student?

d.

Intentionally excluded or left this student out
from playing with him or her?

K3.

Rarely

Sometimes

Often

Very
often

During this school year, how often has this student ... MARK ONE RESPONSE ON EACH ROW.

Never
a.

Teased, made fun of, or called other students
names?

b.

Told lies or untrue stories about other students?

c.

Pushed, shoved, slapped, hit, or kicked other
students?

d.

Intentionally excluded or left other students out
from playing with him or her?

Rarely

Sometimes

Often

Source: Espelage, D. L. and 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.

18

TQC1A-FT

Very
often

21169

SECTION 12: STUDENT INFORMATION
L1.

In which grade is this child enrolled? MARK ONE RESPONSE.
Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, and transitional
first (or pre-first) grade.
Kindergarten (Full-day program)
Kindergarten (Part-day program)
First grade
Second grade
Third grade or higher
This is an ungraded classroom

L2.

How long has this child been in your classroom this school year? MARK ONE RESPONSE.
Entire school year
More than one semester but less than the entire school year
More than one quarter but less than one semester
Less than one quarter of the school year

L3.

How often does this child wear eye glasses or contact lenses in the classroom? MARK ONE RESPONSE.
Never
Seldom
Usually
Always

19

TQC1A-FT

21169

L4.

Please indicate the total number of times this child has been absent from your class during the current
school year? MARK ONE RESPONSE.
No absences
1 to 4 absences
5 to 7 absences
8 to 10 absences
11 to 19 absences
20 or more absences

L5.

Has this child ever fallen 2 or more weeks behind in school work this year? MARK ONE RESPONSE.
Yes
No



GO TO QL7 on page 21

Not applicable (child has been enrolled in your class less than 2 weeks)

L6.



GO TO QL7 on page 21

Why has this child fallen behind in school work? MARK 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):

20

TQC1A-FT

21169

L7.

As of today's date, how many times have you referred this child outside of the classroom for
discipline as a result of misbehavior? WRITE A NUMBER IN THE BOX BELOW. IF THE ANSWER IS ZERO,
WRITE "0."
Number of times

L8.

During this school year, has this child received instruction in the following types of programs in your
school? MARK ALL THAT APPLY.
Gifted and talented programs include enrichment and accelerated programs.
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

L9.

During this school year, has this child received instruction and/or related services in your school at
any of the following times outside of the regular school day? MARK ONE RESPONSE ON EACH ROW.
Yes
a.

Instruction or services before school

b.

Instruction or services after school

c.

Instruction or services on weekends

21

No

Not
offered

Don't
know

TQC1A-FT

21169

L10. Is English this child's native language? MARK ONE RESPONSE.
Yes



GO TO QL16 on page 24

No
Don't know

L11. Does this child participate in an instructional program designed to teach English language skills to
children with limited English proficiency? MARK ONE RESPONSE.
Yes
No



GO TO QL16 on page 24

Please read the following examples and definitions for help in answering this question.
Literacy in two languages:
A 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
Literacy solely in English:
A 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.

L12. Would you say the specialized language instruction this child receives is primarily a/an...?
MARK ONE RESPONSE.
Program that focuses on developing students' literacy in two languages
Program that focuses on developing students' literacy solely in English
Other program(s) (Please specify):

No specialized language program is provided to this child

22



GO TO QL15 on page 23

TQC1A-FT

21169

L13. How often does this child usually receive specialized language instruction of the following program
types? MARK ONE RESPONSE ON EACH ROW.

Never
a.

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

Program that focuses on developing
students' literacy in two languages

b. Program that focuses on developing
students' literacy solely in English
c.

Other program

L14. On the days when this child receives specialized language instruction, for how much time does he or
she receive instruction for the following program types? MARK ONE RESPONSE ON EACH ROW.
Less
Not
applicable/ than ½
hour
Never
a.

½ hour
1½ to
to less 1 to less
less
than 1 than 1½ than 2
hour
hours
hours

2 to less
than 2½
hours

2½ to
less
than 3
hours

3 hours
or more

Program that focuses on
developing students' literacy
in two languages

b. Program that focuses on
developing students' literacy
solely in English
c.

Other program

L15. During this school year, how often is this child's academic instruction provided in his or her native
language? MARK ONE RESPONSE.
None of the time
Less than half of the time
Half of the time
More than half of the time
Almost all the time

23

TQC1A-FT

21169

Please refer to the following definitions for help in answering the next two questions.
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.
Individual Family Service Place (IFSP): A plan developed to support children and families involved in early
intervention (birth to age 3).
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.

L16. Does this child have an IEP/IFSP? MARK ONE RESPONSE.
Yes
No

L17. Does this child have a 504 plan? MARK ONE RESPONSE.
Yes
No

L18. Does this child receive instruction in any of the following types of programs in your school?
MARK 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

24

TQC1A-FT

21169

L19. During this school year, has this 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)? MARK ALL THAT APPLY.
Social work services
Mental health service (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):

L20. Does this child receive special accommodations (for example, for a disability or limited English
proficiency) to participate in the school's testing or assessment program? MARK ONE RESPONSE.
Yes
No
Don't know
Child does not participate in the school's testing or assessment program
There is no testing or assessment program at this grade level

25

TQC1A-FT

21169

L21. During structured play time, how does this child compare with other children in the class in terms
of physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

L22. During unstructured play time, how does this child compare with other children in the class in terms
of physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

L23. Overall, how would you rate this child's academic skills in each of the following areas, based on
curriculum standards for his/her current grade level? MARK ONE RESPONSE ON EACH ROW.
Below
grade level
a.

Reading

b.

Writing

c.

Oral language

d.

Math

e.

Science

f.

Social studies

26

About on
grade level

Above
grade level

TQC1A-FT

21169

L24. How many instructional groups based on achievement or ability levels in reading do you currently
have in this child's class? MARK ONE RESPONSE.
I do not use instructional groups for reading



GO TO QL26

Two
Three
Four
Five or more

L25. In which reading instructional group is this child currently placed? PLEASE USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE IN THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP IN THE BOX BELOW.
Instructional Group

L26. How many instructional groups based on achievement or ability levels in mathematics do you currently
have in this child's class? MARK ONE RESPONSE.
I do not use instructional groups for mathematics



GO TO QL28 on page 28

Two
Three
Four
Five or more

L27. In which mathematics instructional group is this child currently placed? PLEASE USE "1" FOR THE
HIGHEST INSTRUCTIONAL GROUP. WRITE IN THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP IN
THE BOX BELOW.
Instructional Group

27

TQC1A-FT

21169

L28. During this school year, have this child's parents/guardians participated in the following activities?
MARK ONE RESPONSE ON EACH ROW.

Yes
a.

Attended regularly-scheduled conferences at your
school

b.

Attended parent/teacher informal meetings that you
initiated to talk about the child's progress

c.

Returned your telephone calls or emails

d.

Initiated contact with you

e.

Volunteered to help in your classroom or school

No

Not
applicable/
Not offered

L29. How involved at the school would you say this child's parents/guardians are? MARK ONE RESPONSE.
Not involved at all
Somewhat involved
Very involved
Overly involved
Don't know

L30. During this school year, besides regular teacher conferences, have you communicated with this child's
parents/guardians for any of the following purposes? MARK 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

28

TQC1A-FT

21169

L31. Are you this child's primary teacher in the following subject areas? MARK ALL THAT APPLY.
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 this child, please report that you are this child's
primary teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

L32. Please fill in the boxes below with the date the survey was completed.

2 0 2 1
MONTH

DAY

YEAR

Thank you very much for answering these questions
and for taking the time to participate in the
Early Childhood Longitudinal Study.

29

TQC1A-FT