ECLS Att D-8 SpKSpEdTchC-Lvl Paper_Redact

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 D-8

Spring Kindergarten Special Education Child-Level

Teacher Paper Survey

National Center for Education Statistics

U.S. Department of Education

August 2021

Note: Some items in these surveys are copyright protected and as such are redacted in public review copies.

Special Education Teacher Survey (Child-Level)

2022

T

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S_ID T_ID C_ID

Completing this survey will help us learn more about children participating in special education and their experiences in

different schools and classrooms.

Link_ID

S

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 7 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.

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

SPBK-FT

Early Childhood Longitudinal Study Special Education Teacher Survey (Child Level)

Fall 2022 – Form SPBK-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.

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

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 _

3. 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

4. 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

PLEASE NOTE THE FOLLOWING DEFINITIONS THAT ARE RELEVANT TO QUESTION 5 BELOW:

Transitional Kindergarten: A transitional kindergarten (TK) is an extra year of school before kindergarten starts. It is different from preschool, Head Start, 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.

5. 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

Don't know

6. Did this child have an IEP or Individualized Family Service Plan (IFSP) during the prior school year?

MARK ONE RESPONSE.

Yes

GO TO Q10 on page 3

No

Don't know

7. To what extent were you involved in planning this child's transition from last year's early intervention or special education program to this school year's? MARK ONE RESPONSE.

Not at all Somewhat Extensively

8. To what extent did you communicate with the person(s) who provided early intervention or special education services to this child last school year? MARK ONE RESPONSE.

Not at all Somewhat Extensively

I provided special education or early intervention to this child last year.

9. Have you reviewed this child's records related to early intervention or 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.

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 ONE RESPONSE.

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

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

Academics

Reading Mathematics Language Arts Science

Social

Social skills

General appropriateness of behavior

Life Skills

Adaptive behavior or self-help skills

Speech and Language

Auditory processing Listening comprehension Oral expression Voice/speech articulation Language pragmatics

Physical/Mobility

Fine motor skills Gross motor skills

Orientation and mobility

Other/None

Other (Please specify):

None of the above

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.

14. 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

14. During this school year, has this child's primary placement been a general education classroom?

MARK ONE RESPONSE.

Yes No

14. 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

14. 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

14. 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

20a.

20b.

During this school year, which of the following best describes the curriculum materials used with this child in the general education classroom? 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

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

21a.

21b.

Did this child use any assistive technologies this year? MARK ONE RESPONSE.

Yes

No _

During this school year, which of the following assistive technologies and devices has this child used? MARK ALL THAT APPLY.

Mobility aids

Vans, vehicles Wheelchair Walker

White cane

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)

Hearing assistance

Hearing aids FM loops TTYs/TDDs

Cochlear implants Real-time captioning

Visual aids

Braille texts

Electronic Braille devices Digital texts

Magnifying devices

Close-captioned television (CCTV)

Learning aids (non-computer)

Tape recorder Calculator

Electronic spelling devices

Computer hardware designed or adapted for children with disabilities (for example, alternate keyboards,

switch interface)

Used solely by individual child Shared with other children

Computer software designed for children with disabilities

Reading Writing Mathematics

Other/None

Other assistive technologies or devices (Please specify):

No assistive technologies or devices were used

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

22. 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} 

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 _

22. 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

22. 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

IF THIS BOX IS CHECKED, PLEASE SKIP THIS QUESTION AND GO TO Q27 ON PAGE 13

22. 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 sometimes

Definitely

applies

b. Xxxx xxxxx xxx X xxxxxx xxxx xx xx xxxxxxxxxx xxxx xxxx xxxxx.

d. Xxxx xxxxx xx xxxxxxxxxxxxx xxxx xxxxxxxx xxxxxxxxx xx xxxxx xxxx xx.

f. Xxxx X xxxxxx xxxx xxxxx, xx xx xxx xxxxx xxxx xxxxx.

h. Xxxx xxxxx xxxxxx xxxxxxx xxxxx xx xx.

j. Xxxx xxxxx xxxxxxx xxxxx xx xx xxxxxxxxx xxxxx xxxxx xxxxxxxxxxx.

l. Xxxx xxxx xxxxx xx xx x xxx xxxx, X xxxx xx'xx xx xxx x xxxx xxx xxxxxxxxx xxx.

n. Xxxx xxxxx xx xxxxxx xx xxxxxxxxxxxx xxxx xx.

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.

22. 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

22. 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

22. 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

22. 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)

22. 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

22. 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

22. Date Survey 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.