ECLS Att C-6 Spr 1 Tchr-Lvl Tchr Paper

^{Early Childhood Longitudinal Study,} Kindergarten Class of 2023-24

(ECLS-K:2024)

Kindergarten and First-Grade Field Test Data Collection, National Sampling, and National Recruitment

OMB# 1850-0750 v.24

Attachment C-6

Spring First-Grade Teacher-Level

Teacher Paper Survey

National Center for Education Statistics

U.S. Department of Education

August 2021

Teacher Background

Survey

2022

T

S_ID T_ID

Completing this survey will help us learn more about teachers and their 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.24. The time required to complete this information collection is estimated to average approximately 27 minutes per teacher background 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.

OMB No. 1850-0750, v.24. Approval expires xx/xx/xxxx

TQA1A-FT

Early Childhood Longitudinal Study General Education Teacher Survey (Teacher Level)

Fall 2022 – Form TQA1A-FT

Dear Teacher,

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 at your school to complete surveys. The teacher survey contains questions about you and your classroom practices. There are also brief surveys for each of the sampled children that you teach. Those surveys contain questions about the children’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 these surveys as completely and accurately as possible.

Please record your answers directly on the survey by writing your responses in the space provided. Your best estimates are acceptable answers.

DEFINING "YOUR CLASS": Most of the items in this survey ask you to provide information about "your class." By the term "your class," we generally mean the group of students who spend the majority of their school day with you or your homeroom - though some or all of them may leave your classroom for certain activities, including some academic instruction. If you are not sure what group of children to think about when answering questions about "your class," please ask for assistance from the ECLS-K study representatives when they visit your school.

DEFINITIONS

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

• Kindergarten: Traditional year of school primarily for 5-year-olds prior to first grade.

• Transitional (or readiness) kindergarten (TK): A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and 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 (ETK), 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 (or pre-first) grade: Transitional first (or pre-first) grade is a school program between kindergarten and the 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 the first grade. Children in this program may be part of a regular first-grade classroom or in a separate classroom.

1. 

   53

   TQA1A-FT

• English language learner (ELL): A student whose native language is other than English and whose skills in listening to, speaking, reading, or writing English are such that he/she derives little benefit from school instruction in English.

• English-as-a-second-language (ESL) program: An instructional program designed to teach listening, speaking, reading, and writing English language skills to students with limited proficiency in English.

• Bilingual education program: A program in which native language is used to varying degrees in instructing students with limited proficiency in English.

• Dual language program: Also known as two-way immersion, the goal of these programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually composed of half native English speakers and half native speakers of the other language.

• ESL Instruction: A program of techniques, methodology, and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

• Bilingual Instruction: Instruction in all courses and subjects given in English and the native language of the child of limited English proficiency to the extent necessary to allow the child to achieve competence.

THANK YOU VERY MUCH FOR YOUR HELP.

2. 

   54

   TQA1A-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.

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.

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

Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

3. TQA1A-FT

SECTION B. CLASS ORGANIZATION AND RESOURCES

B1.

Which of the following best describes the mode of instruction that you use in your class?

MARK ALL THAT APPLY.

In-person instruction only



Web-based instruction only

Blended instruction _

(In blended instruction, students

are taught with online educational materials in addition to traditional face-to-face teaching.)

B2. During this school year, approximately what percentage of blended instruction that you provide is in-person? WRITE NUMBER IN BOX. IF NO STUDENTS EXPERIENCED THIS, WRITE “0.”

In blended instruction, students are taught with online educational materials in addition to traditional face-to-face teaching.

Percentage

B3.

The next group of questions asks about classroom practices. In a typical day, how much time does a child in your class spend in the following activities? MARK ONE RESPONSE ON EACH ROW. DO NOT INCLUDE LUNCH OR RECESS BREAKS.

No time

Half hour or

less

About one

hour

About two

hours

About three

hours

Four hours or

more

b. Working on individual tasks under teacher direction

d. Working in small groups with teacher

B4. How often does disruptive student behavior interfere with your instruction? MARK ONE RESPONSE.

Never Seldom Usually Always

B5.

How much time per day would you estimate that you spend handling disruptive student behavior?

MARK ONE RESPONSE.

Less than ½ hour

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

2 to less than 2½ hours 2½ to less than 3 hours 3 hours or more

B6.

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

Never

Less than once a

week

1. day

a week

2. days

a week

3. days

a week

4. days

a week

5. days

a week

b. Mathematics

d. Science

f. Art

h. Dance/creative movement

j. Foreign language (excluding English for ELL students)

B7.

On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas? MARK ONE RESPONSE ON EACH ROW.

Not applicable/ Never

Less than

½ hour a day

½ hour to less than

1 hour

1. to less

than 1½ hours

1½ to less than 2 hours

2. to less

than 2½ hours

2½ to less than 3 hours

3. hours or more

b. Mathematics

d. Science

f. Art

h. Dance/creative movement

j. Foreign language (excluding English for ELL students)

B8a.

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

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

B8b.

When you use achievement groups for reading, how many groups do you typically have? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER IN BOX. IF NONE, WRITE "0."

Number of groups

B8c.

On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER IN BOX. IF NONE, WRITE "0."

Number of minutes

B9a.

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

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

B9b.

When you use achievement groups for math, how many groups do you typically have? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER IN BOX.

IF NONE, WRITE "0."

Number of groups

B9c.

On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE OF YOUR CLASSES. WRITE NUMBER IN BOX. IF NONE, WRITE "0."

Number of minutes

B10.

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

No library or media center

in this

school

Once a month

or less

Two or three times a

month

Once or twice a

week

Three or four times a

week

Daily

b. ^{Borrow materials from the} library or media center

B11. How many days a week do children have recess? WRITE NUMBER IN BOX. IF NONE, WRITE "0."

Number of days

B12.

In a typical day, how much time does your class spend in the following activities? IF YOU HAVE MORE THAN ONE CLASS, ENTER THE AVERAGE FOR YOUR CLASSES. MARK ONE RESPONSE ON EACH ROW.

Longer

No time

1-15

minutes

16-30

minutes

31-45

minutes

than 45

minutes

b. Free play indoors

B13. Do any of the following staff members provide direct instruction to students in your class who are struggling or at risk of failure in reading or math? INCLUDE STAFF OTHER THAN YOURSELF WHO PROVIDE DIRECT INSTRUCTION EITHER IN YOUR CLASS OR IN A PULL-OUT SETTING. EXCLUDE PARAPROFESSIONALS/AIDES. MARK ALL THAT APPLY.

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

A special education teacher

B14.

How many hours a week do different types of paid professionals/aides or volunteers usually work directly with children on instructional tasks either in your classroom or in a pull-out setting? WRITE THE NUMBER OF HOURS IN THE APPROPRIATE BOXES BELOW. IF NONE, WRITE "0."

Number of

Hours

B15.

Please report the following about the computers located in your classroom every day. PLEASE INCLUDE ANY DESKTOP, LAPTOP, OR OTHER COMPUTER-TYPE DEVICE (FOR EXAMPLE, TABLETS) USED FOR INSTRUCTIONAL OR ADMINISTRATIVE PURPOSES. IF YOUR SCHOOL PROVIDES EACH STUDENT WITH A DEVICE, BUT THOSE DEVICES MUST STAY AT SCHOOL, PLEASE REPORT THOSE DEVICES HERE. WRITE NUMBER IN BOX. IF NONE, WRITE “0.”

Number of

Devices

B16.

Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). PLEASE INCLUDE ANY DESKTOP, LAPTOP, OR OTHER COMPUTER-TYPE DEVICE (FOR EXAMPLE, TABLETS) USED FOR INSTRUCTIONAL OR ADMINISTRATIVE PURPOSES. WRITE NUMBER IN BOX. IF NONE, WRITE “0.”

Number of

Devices

B17.

How frequently do you or your students use computers (desktop, laptop, or other computer-type devices such as a Chrome Book) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never Rarely Sometimes Often

Not

available

b. Internet research

d. ^{Presentations}

f. Accessing digital resources available through the district (intranet)

B18.

How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never Rarely Sometimes Often

Not

available

b. Internet research

d. ^{Presentations}

f. Accessing digital resources available through the district (intranet)

B19.

How frequently do you or your students use digital cameras (still or video) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never Rarely Sometimes Often

Not

available

b. Internet research

d. ^{Presentations}

f. Accessing digital resources available through the district (intranet)

B20.

How frequently do your students use digital tablets (such as an iPad) in the following instructional activities? MARK ONE RESPONSE ON EACH ROW.

Never Rarely Sometimes Often

Not

available

b. Internet research

d. ^{Presentations}

f. Accessing digital resources available through the district (intranet)

B21.

Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas: MARK ONE RESPONSE ON EACH ROW.

I get all the resources I

need

I get most of the resources I

need

I get some of the resources I

need

I don’t get any of the resources I

need

b. Mathematics

SECTION D. PARENT INVOLVEMENT

D1.

Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class during the school year? MARK ONE RESPONSE.

No conferences One conference Two conferences

Three or more conferences

D2.

What percentage of children in your class have parents who participate in the following activities?

MARK ONE RESPONSE ON EACH ROW.

None 1-25%

26-50%

51-75%

76% or

more

b. Volunteer regularly to help in your classroom or another part of the school

d. Attend art/music events or demonstrations

D3.

During this school year, how often have you made contacts with parents in the following ways?

MARK ONE RESPONSE ON EACH ROW.

1. Sent home letters, newsletters, or other notices addressed to all parents and guardians

2. Communicated with parents and guardians via text messaging

3. Shared portfolios or other collections of children's work for parents and guardians to see

4. Used email or list-serve to send out group updates or information to parents and guardians

Never

One to two

times

Three to five

times

Six to ten

times

11 to

14

times

15 or more

times

5. Maintained classroom website for families and guardians to access

6. Used email to address individual questions or concerns of parents and guardians

7. Talked to parents and guardians by telephone

SECTION F. SCHOOL AND STAFF ACTIVITIES

F1.

The next set of questions pertains to school-related activities. Have you participated in the following activities since the beginning of the academic year? MARK ONE RESPONSE ON EACH ROW.

Never

Once a month

or less

Two or three times a

month

Once or twice a

week

Three to four times a

week

Daily

b. ^{Meeting with other teachers to} discuss curriculum development

F2.

In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices tied to your teaching assignment? MARK ONE RESPONSE.

Yes

No _

F3. In the past 12 months, how many hours did you spend on these activities? MARK ONE RESPONSE.

4 hours or less 5 – 8 hours

9 – 12 hours

13 – 16 hours

17 – 20 hours

21 – 24 hours

25 – 28 hours

29 – 32 hours

33 hours or more

F4.

To what extent was the professional development you received in the past 12 months relevant to your role as a teacher? MARK ONE RESPONSE.

Not relevant Somewhat relevant Relevant

Very relevant

F5.

Which of the following staff development and training activities have you participated in during the current academic year? MARK ALL THAT APPLY.

Workshops involving study groups or small-group problem solving Direct instruction from an outside consultant on a specific topic Peer observation and feedback

Visits to, or observations of, other schools

Release time for attending professional conferences

Enrollment in college or university courses related to your profession Professional development via distance learning (web-based, etc) Workshops on using computers and technology in the classroom None of the these

F6.

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

Never

Once a year

2. times a year

3. to 4 times a year

More than 4 times a year

b. How to use assessment data to identify students who are struggling or at risk of failure in math

d. How to use and apply assessment data to guide math instruction

f. How to implement the math curriculum

F7.

Have you received support from any of the following staff members during the current academic year? IF THE RESOURCE IS NOT AVAILABLE TO YOU, MARK THE LAST COLUMN. MARK ONE RESPONSE ON EACH ROW.

Yes, support

received

No, support

not received

Resources

not available

b. A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective math instruction

d. A school or district staff member to support teachers in collecting, organizing, and managing assessment data

F8.

How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year? MARK ONE RESPONSE.

Never Once

2. times

2. or 4 times

More than 4 times

H19.

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

2

0

2

2

MONTH DAY YEAR

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