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pdfEarly 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
$WWDFKPHQWD10
Spring First-Grade Special Education
Child-Level TeacherPaper 6XUYH\
National Center for Education Statistics
U.S. Department of Education
September 2020
Special Education
Teacher Survey
(Child-Level)
2021
S_ID
T_ID
T
Link_ID
S
C_ID
C
Completing this survey will help us learn more about children
participating in special education 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 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
SPB1-FT
Draft
Early Childhood Longitudinal Study
Special Education Teacher Survey (Child Level)
Fall 2021 – Form SPB1-FT
Dear Special Education Teacher or Related Service Provider,
Your school has agreed to participate in the Early Childhood Longitudinal Study (ECLS), a
nationwide study of elementary-aged children, their schools, teachers, and parents. As part
of the study, we are asking teachers and other service providers at your school to complete
surveys. You have been asked to complete them because one or more of the children you
serve are participants in this study. The teacher survey contains questions about you and
your practices. There are also brief surveys for each of the sampled children that you teach
or serve. These surveys contain questions about the children’s skills, abilities, and special
education and related services.
The ECLS collects information from the special education teachers or related service providers
of sampled children who have Individualized Education Programs (IEPs). We are gathering
information from these children’s general education classroom teachers as well, if they have
one. Our purpose is to investigate the relationship between the 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. You may find at least some of the information we are asking for in
the child’s IEP.
THANK YOU VERY MUCH FOR YOUR HELP.
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SPB1-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
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1.
Is this child currently receiving gifted/talented services through an IEP, or has the child received
such services during this school year? MARK ONE RESPONSE.
Yes
No
2.
Is this child currently receiving special education services through an IEP due to a disability or has
the child received such services during this school year? MARK ONE RESPONSE.
Yes
No
3a.
GO TO Q33 on page 16
In what capacity or capacities do you currently teach or provide services to this child? MARK ALL
THAT APPLY.
Provide instruction directly to this child
Provide related services directly to this child
Provide consultation services directly to this child
Provide indirect consultation services (for example, consultation to this child's teacher)
Provide case management
Other (Please specify):
None of the above
3b.
In what capacity or capacities have you taught or provided services to this child using virtual or
distance learning in the current school year? Please note, virtual or distance learning means teachers or
service providers and students do not meet in a classroom but use the internet, e-mail, mail, etc. to have class.
MARK ALL THAT APPLY.
Provided virtual instruction directly to this child
Provided virtual related services directly to this child
Provided virtual consultation services directly to this child
Provided virtual indirect consultation services (for example, consultation to this child's teacher,
preparation of accessible materials)
Provided virtual case management
Other (Please specify):
None of the above
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PLEASE NOTE THE FOLLOWING DEFINITIONS
THAT ARE RELEVANT TO QUESTION 4 BELOW:
Transitional Kindergarten: A transitional kindergarten (TK) is an extra year of school before
kindergarten starts. It is different from preschool or prekindergarten. TK may be for children who are too
young to start kindergarten or need more time to be ready for kindergarten. Schools have different
names for these programs (for example, early transitional kindergarten, readiness kindergarten, or a
kindergarten equivalent in a classroom without grades or one with multiple grades), but all are types of
kindergarten. The program may be in a public or private school, or an early childhood setting such as a
nursery school, early childhood learning center, or day care center. It may be a full- or part-day
program and have regular and/or special education.
Transitional first grade: Transitional first (or pre-first) grade is a school program between kindergarten
and first grade. The name of this program may vary by school (for example, a K-1 class or placement).
It is for children who have attended kindergarten, but need more time to be ready for first grade.
Children in this program may be part of a regular first-grade classroom or in a separate classroom.
4.
When was this child first determined eligible for special education or related services? MARK ONE
RESPONSE.
Before kindergarten
During transitional kindergarten
During kindergarten
During transitional first grade
During first grade
During second grade
Don't know
5.
Is this the first school year that this child has been receiving special education services? MARK ONE
RESPONSE.
Yes
GO TO Q10 on page 4
No
Don't know
GO TO Q10 on page 4
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6.
When did this child first start receiving special education or related services? MARK ONE RESPONSE.
Before kindergarten
During transitional kindergarten
During kindergarten
During transitional first grade
During first grade
During second grade
GO TO Q10 on page 4
GO TO Q10 on page 4
Don't know
7.
To what extent were you involved in planning the transition from last year's special education
program to this year's special education program for this child? MARK ONE RESPONSE.
Not at all
Somewhat
Extensively
8.
To what extent did you communicate with the person(s) who provided special education services
to this child last school year? MARK ONE RESPONSE.
Not at all
Somewhat
Extensively
I provided special education to this child last year.
9.
Have you reviewed this child's records related to special education services provided before this
school year? MARK ONE RESPONSE.
Yes
No, I don't have access to the records.
No, I have access to the records but have not reviewed them.
No, I provided special education or early intervention to this child last year.
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10.
What is this child's primary disability as identified on the child's IEP? PLEASE MARK THE CATEGORY
BELOW INTO WHICH THE CHILD'S PRIMARY DISABILITY FITS BEST. MARK ONLY ONE.
Speech or language impairments
Specific learning disabilities
Emotional disturbance
Intellectual disability
Developmental delay
Visual impairments (including blindness)
Hearing impairments (including deafness)
Orthopedic impairments
Other health impairments
Autism
Traumatic brain injury
Deaf-blindness
Multiple disabilities (children included in this category should be those who have more than
one primary disability which do not include deaf-blindness or developmental delay)
No classification is given
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11.
What are this child's other disabilities, if any, as identified on the child's IEP?
MARK ALL THAT APPLY.
No other disabilities
Speech or language impairments
Specific learning disabilities
Emotional disturbance
Intellectual disability
Developmental delay
Visual impairments (including blindness)
Hearing impairments (including deafness)
Orthopedic impairments
Other health impairments
Autism
Traumatic brain injury
Deaf-blindness
Multiple disabilities (children included in this category should be those who have more than
one primary disability which do not include deaf-blindness or development delay)
No classification given
12.
During this school year, has this child received any special education or related services because
of attention-deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?
MARK ONE RESPONSE.
Yes
No
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13.
During this school year, which of the following describe(s) the IEP goals for this child?
MARK ALL THAT APPLY.
Academics
Social
Reading
Social skills
Mathematics
General appropriateness of behavior
Language Arts
Life Skills
Science
Adaptive behavior or self-help skills
Speech and Language
Physical/Mobility
Auditory processing
Fine motor skills
Listening comprehension
Gross motor skills
Oral expression
Orientation and mobility
Voice/speech articulation
Other/None
Language pragmatics
Other (Please specify):
None of the above
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14.
During this school year, which of the following related services have been provided through the
school to this child? MARK ALL THAT APPLY.
Audiology
Counseling services
Occupational therapy
Physical therapy
Psychological services
Health services
Social work services
Special transportation
Speech or language therapy
Orientation services
Mobility services
Rehabilitation services
Other (Please specify):
No related services were provided.
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15.
During this school year, has this child received any of the following? MARK ALL THAT APPLY.
Adaptive physical education
Assistance from classroom aides (for example, teacher aide, behavioral
assistant, special education aide)
Interpreter for the deaf or hard of hearing (oral or sign)
Teacher used Braille to provide instruction
Child was taught how to use Braille
Teacher used American Sign Language to provide instruction
Child was taught how to use American Sign Language
Teacher used Manual English to provide instruction
Child was taught how to use Manual English
Teacher used Cued Speech to provide instruction
Child was taught how to use Cued Speech
Mental health services, personal/group counseling, therapy, or psychiatric
care provided to the child
Tutoring/remediation from special education teacher
Training, counseling, and other support/services provided to child's family
None of the above
16.
During this school year, has this child's primary placement been a general education classroom?
MARK ONE RESPONSE.
Yes
No
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17.
During this school year, approximately how many hours per week of direct special education
and related services (that is, service provided directly to the child from a teacher or another
adult) has this child received? WRITE NUMBER IN BOX. PLEASE ROUND TO THE NEAREST HOUR.
Hours per week
18.
Of the hours of direct special education and related services reported above, approximately
how many of those hours per week were the instruction/services provided outside of a general
education classroom but within the school setting? WRITE NUMBER IN BOX. PLEASE ROUND TO
THE NEAREST HOUR.
Hours per week
PLEASE NOTE THE FOLLOWING DEFINITION
THAT IS RELEVANT TO QUESTION 19 BELOW:
Co-teaching is when a general education teacher and a special education service provider share the
teaching responsibility, with the special education service provider providing specialized differentiated
lessons for students with special needs. The two teachers participate in lesson or activity planning
together and work together in the same classroom to instruct both students with and without disabilities
19.
During this school year, what teaching practices and methods have you and/or other special
education service providers used with this child? MARK ALL THAT APPLY.
Oneonone instruction
Smallgroup instruction
Largegroup instruction
Co-teaching
Cooperative learning
Peer tutoring
Computer-based instruction
Direct instruction
Cognitive strategies
Self-management
Behavior management
Instruction received through a sign interpreter
None of the above
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20a.
During this school year, which of the following best describes the curriculum materials used with
this child in the general education classroom or program? MARK ONE RESPONSE.
General education curriculum materials were used without modification.
General education curriculum materials were used with some modifications.
General education curriculum materials were used with substantial modifications.
Specially-designed commercial materials were used.
Teacher-designed materials were used.
Child not in this setting.
Don't know
20b.
During this school year, which of the following best describes the curriculum materials used with
this child in the special education classroom or program? MARK ONE RESPONSE.
General education curriculum materials were used without modification.
General education curriculum materials were used with some modifications.
General education curriculum materials were used with substantial modifications.
Specially-designed commercial materials were used.
Teacher-designed materials were used.
Child not in this setting.
Don't know
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21a.
Did this child use any assistive technologies this year? MARK ONE RESPONSE.
Yes
No
21b.
GO TO Q22 on page 12
During this school year, which of the following assistive technologies and devices has this child
used? MARK ALL THAT APPLY.
Learning aids (non-computer)
Mobility aids
Vans, vehicles
Tape recorder
Wheelchair
Calculator
Walker
Electronic spelling devices
White cane
Computer hardware designed or
adapted for children with disabilities
(for example, alternate keyboards,
switch interface)
Communication aids
Electronic with voice output
(for example, Touch Talker)
Electronic without voice output
(for example, device with visual
display or printed speech output)
Non-electronic (for example, manual
printing board)
Used solely by individual child
Shared with other children
Computer software designed for
children with disabilities
Hearing assistance
Reading
Hearing aids
Writing
FM loops
Mathematics
TTYs/TDDs
Cochlear implants
Other/None
Other assistive technologies or devices
(Please specify):
Real-time captioning
Visual aids
Braille texts
No assistive technologies or devices were used
Electronic Braille devices
Digital texts
Magnifying devices
Close-captioned television (CCTV)
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22.
During this school year, does this child have a computer, laptop, or word processing device assigned
to him or her for use full time? MARK ONE RESPONSE.
Yes
No
23.
During this school year, on average, how often have you met with this child's general education
teacher(s) to discuss the child's program or progress? MARK ONE RESPONSE.
Not applicable because I am the child's general education teacher
Not applicable to my work with this child
GO TO Q25
GO TO Q25
Every day or several times a week
Once a week or several times a month
Once a month
A few times over the school year
Once during this school year
Never during this school year
24.
GO TO Q25
On average, how long were the meetings with the general education teacher(s) to discuss this child's
program or progress? MARK ONE RESPONSE.
1 to 15 minutes
16 to 30 minutes
31 to 45 minutes
46 to 60 minutes
More than 60 minutes
25.
During this school year, approximately how often have you communicated with this child's parents
about this child's program or progress (by phone, in person, or in writing, including e-mail)?
MARK ONE RESPONSE.
Every day or several times a week
Once a week or several times a month
Once a month
A few times over the school year
Once during this school year
Never during this school year
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IF THIS BOX IS CHECKED, PLEASE SKIP THIS QUESTION AND GO TO Q27 ON PAGE 14
26.
Now we would like to ask you about your relationship with this child. Below is a series of statements
about your relationship with him or her. For each statement, please mark the category that most
applies to your relationship with this child. MARK ONE RESPONSE FOR EACH.
Definitely
does not
apply
Not
really
Neutral,
not sure
Applies Definitely
sometimes applies
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 or her
relationship with me.
f.
When I praise this child, he or she
beams with pride.
g. This child spontaneously shares
information about himself or 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.
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 or 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.
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27.
Now we would like to ask about this child's educational goals. During this school year, has this
child received formal individual evaluations in any of the following areas for purposes of
developing IEP goals? MARK ALL THAT APPLY.
Psychological
Speech/language
Vision
Hearing
Learning style
Motor skills
Academics
Other (Please specify):
No evaluations for developing IEP goals were conducted this year
28.
To what extent is this child expected to achieve the same general education goals as other children
at his or her grade level this school year? MARK ONE RESPONSE.
This child is expected to attain grade level achievement for all of the academic content standards.
This child is expected to attain grade level achievement for some of the academic content standards.
This child is expected to attain grade level achievement for only a few of the academic content
standards.
This child is not expected to attain grade level achievement for any of the academic content standards.
There are no academic content standards at this grade level.
Don't know
29.
What percentage of this child's current IEP goals have been met or nearly met at this point in the
school year? MARK ONE RESPONSE.
76 to 100 percent
51 to 75 percent
26 to 50 percent
1 to 25 percent
0 percent
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30.
Which of the following best expresses the likelihood that this child will continue to receive some
level of special education services (through an IEP) in the next school year? MARK ONE RESPONSE.
Definitely will continue in special education
Very likely to continue in special education
Likely to continue in special education
Unlikely to continue in special education
Very unlikely to continue in special education
Definitely will not continue in special education (will be dismissed from services)
31.
During this school year, to what extent has this child participated in any grade-level assessment
administered as part of the school's testing program? MARK ONE RESPONSE.
Child did not participate in the school's testing or assessment program.
Child participated in alternate assessments and no regular assessments.
Child participated in some alternate assessments and some regular assessments.
Child participated fully in the school's regular testing or assessment program.
There is no testing or assessment program at this grade level.
Don't know
32.
How far in school do you expect this child to go? MARK ONE RESPONSE.
Receive less than a high school diploma
Graduate from high school
Attend a vocational or technical school after high school
Attend two or more years of college
Finish a four- or five-year college degree
Earn a master's degree or equivalent
Finish a Ph.D., MD, or other advanced degree
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33.
Date Survey 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.
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| File Type | application/pdf |
| Author | Nancy Vaden-Kiernan |
| File Modified | 2020-08-24 |
| File Created | 2020-08-19 |