| This file contains a listing of every question that will be asked of respondents in the Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) kindergarten and first grade field test. For each question, the question wording is provided, along with the item section and number, the construct the item measures, and the specific research question in Part C of this OMB submission for which the item is intended to provide information. Each worksheet in this file pertains to one data collection instrument. Below is a list of the worksheet name and the instrument to which the worksheet pertains. The instruments themselves are provided in Attachments B1 - B3, Attachments C1 - C10, Attachments D1 - D10, and Attachments E1 - E4 of this submission. |
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| Worksheet Name | ECLS-K:2023 Kindergarten - First Grade Field Test Data Collection Instrument | Instrument Attachment Identifier | |
| Fall K Parent | Fall Kindergarten Parent Survey | B-1 | |
| Spring K parent | Spring Kindergarten Parent Survey | B-2 | |
| Spring 1 parent | Spring First Grade Parent Survey | B-3 | |
| Teacher-level fall K | Fall Kindergarten Teacher-Level Teacher Survey | C-1 & C-2 | |
| Teacher-level spring K | Spring Kindergarten Teacher-Level Teacher Survey | C-3 & C-4 | |
| Teacher-level spring 1 | Spring First-Grade Teacher-Level Teacher Survey | C-5 & C-6 | |
| Special ed teacher-level spring K | Spring Kindergarten Teacher-Level Special Education Teacher Survey | C-7 & C-8 | |
| Special ed teacher-level spring 1 | Spring First-Grade Teacher-Level Special Education Teacher Survey | C-9 & C-10 | |
| Child-level teacher fall K | Fall Kindergarten Child-Level Teacher Survey | D-1 & D-2 | |
| Child-level teacher spring K | Spring Kindergarten Child-Level Teacher Survey | D-3 &D-4 | |
| Child-level teacher spring 1 | Spring First-Grade Child-Level Teacher Survey | D-5 & D-6 | |
| Spec ed child-lvl teach sp K | Spring Kindergarten Child-Level Special Education Teacher Survey | D-7 & D-8 | |
| Spec ed child-lvl teach sp 1 | Spring First-Grade Child-Level Special Education Teacher Survey | D-9 & D-10 | |
| School admin spring K | Spring Kindergarten School Administrator Survey | E-1 & E-2 | |
| School admin spring 1 | Spring First-Grade School Administrator Survey | E3- & E-4 | |
| Section | Item # | Item Wording | Construct | Research Question |
| INQ | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| INQ | INQ002 | Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows the most about {CHILD}’s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Respondent selection | NA |
| INQ | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person {, in this household,} so that we can contact him or her for the survey._x000D_ _x000D_ First Name: " |
Alternate respondent selection | NA |
| INQ | INQ005b | Question "Last Name:" | Alternate respondent selection | NA |
| INQ | INQ005c | Question "Email Address:" | Alternate respondent selection | NA |
| INQ | INQ005d1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
Alternate respondent selection | NA |
| INQ | INQ005d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | NA |
| INQ | INQ005e | Question "City:" | Alternate respondent selection | NA |
| INQ | INQ005f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | NA |
| INQ | INQ005g | Question "ZIP code:" | Alternate respondent selection | NA |
| INQ | INQ005h | Question “Last spring, {PRESCHOOL RESPONDENT’S FIRST NAME} {PRESCHOOL RESPONDENT’S LAST NAME} {who was about {PRESCHOOL RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_ _x000D_ Are you {PRESCHOOL RESPONDENT’S FIRST NAME} {PRESCHOOL RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Respondent selection | NA |
| INQ | INQ005i | Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_ ----_x000D_ 1. {Person who did the survey last spring/First name of person who did _x000D_ the survey last spring/Last name of person who did the survey last spring/_x000D_ {RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} {, about age {RESPONDENT'S AGE}}{, {RESPONDENT'S SEX}}_x000D_ 2. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 3. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 4. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 5. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 6. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 7. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 8. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 36. Not on List_x000D_ |
Respondent selection | NA |
| INQ | INQ005j | Question "What is your name?_x000D_ _x000D_We ask for first names so that we can ask questions about each person in the survey. First Name:"_x000D_ _x000D_ |
Respondent selection | NA |
| INQ | INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
Respondent selection | NA |
| INQ | INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_ _x000D_ Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_ ----_x000D_ 1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_ 2. No, I do not give permission for {CHILD} to participate._x000D_ |
Consent | NA |
| INQ | INQ010b | Question "First Name: " | Consent | NA |
| INQ | INQ010c | Question "Last Name:" | Consent | NA |
| INQ | INQ020a | Question “Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child name | NA |
| INQ | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | NA |
| INQ | INQ020c | Question “Middle name:”_x000D_ _x000D_ InstResp: “If there is no middle name, please skip this.” |
Child name | NA |
| INQ | INQ020d | Question “Last Name:” | Child name | NA |
| INQ | INQ050a | Question “Our records also show that {CHILD} is {male/female}. Is that correct?_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ050b | Question “What is {CHILD}’s sex?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ060a | Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ060b | Question “What is {CHILD}'s date of birth?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ “Rather not answer” |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_ Watermark “Enter age” |
Child age | P-RQ2, P-RQ5 |
| INQ | INQ100a | Question "Our records show that you live at _x000D_ _x000D_ {ADDRESS LINE 1} {,} {ADDRESS LINE 2}_x000D_ _x000D_ {CITY}, {STATE} {ZIP CODE} _x000D_ _x000D_ Is that correct?_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Confirmation of mailing address | NA |
| INQ | INQ100b | Question "Please enter your mailing address._x000D_ _x000D_ Address Line 1: " |
Confirmation of mailing address | NA |
| INQ | INQ100c | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Confirmation of mailing address | NA |
| INQ | INQ100d | Question "City:" | Confirmation of mailing address | NA |
| INQ | INQ100e | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Confirmation of mailing address | NA |
| INQ | INQ100f | Question "Zip code:" | Confirmation of mailing address | NA |
| INQ | INQ130a | Question "Please confirm or enter your contact information._x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark [email protected]_x000D_ _x000D_ “I don’t have an email address.” |
Confirmation of email address | NA |
| INQ | INQ130b | Question "Mobile Number:”_x000D_ _x000D_ “I don’t have a mobile phone.” |
Mobile number | NA |
| INQ | INQ130c | Question "Landline Number:"_x000D_ _x000D_ “I don’t have a landline phone.” |
Landline number | NA |
| PIQ | PIQ001 | Question "Is {CHILD} currently…"_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not in school?_x000D_ 2. In public or private school, including preschools?_x000D_ 3. In a child care center INSTEAD of attending a public or private school?_x000D_ 4. In child care in a home INSTEAD of attending a public or private school?_x000D_ 5. Homeschooled INSTEAD of attending a public or private school (including preschools) for some or all classes?_x000D_ |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ002 | Question "We would like to confirm {CHILD}’s grade level._x000D_ _x000D_ Is {CHILD} currently in kindergarten?”_x000D_ _x000D_ InstResp “Kindergarten includes Transitional Kindergarten (TK), Early Transitional Kindergarten (ETK), Readiness Kindergarten, Transitional or Prefirst Grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades._x000D_ _x000D_ It also includes children who are homeschooled for kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ003 | Question "What is {CHILD}’s current grade or equivalent?"_x000D_ ----_x000D_ 1. Preschool or child care for preschool-aged _x000D_ children in a center_x000D_ 2. Kindergarten_x000D_ 3. First_x000D_ 4. Second_x000D_ 5. Third_x000D_ 6. Fourth_x000D_ 7. Fifth or above_x000D_ 8. None of these_x000D_ |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ004 | Question "Is {CHILD} attending {SCHOOL NAMED IN SPRING PRESCHOOL PARENT SURVEY}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ005 | Question "What is the name of the school that {CHILD} attends?_x000D_ _x000D_ InstResp “Select the school from the list below. If you don't find the school, select "School not on list" and then type in the full school name.”_x000D_ ----_x000D_ 1. [DISPLAY SCHOOL 1 IN ABC ORDER]_x000D_ 2. [DISPLAY SCHOOL 2 IN ABC ORDER]_x000D_ 3. [DISPLAY SCHOOL 3 IN ABC ORDER]_x000D_ 4. [DISPLAY SCHOOL 4 IN ABC ORDER]_x000D_ 5. [DISPLAY SCHOOL 5 IN ABC ORDER]_x000D_ 6. [DISPLAY SCHOOL 6 IN ABC ORDER]_x000D_ 7. [DISPLAY SCHOOL 7 IN ABC ORDER]_x000D_ 8. [DISPLAY SCHOOL 8 IN ABC ORDER]_x000D_ 9. [DISPLAY SCHOOL 9 IN ABC ORDER]_x000D_ 10. [DISPLAY SCHOOL 10 IN ABC ORDER]_x000D_ 11. [DISPLAY SCHOOL 11 IN ABC ORDER]_x000D_ 12. [DISPLAY SCHOOL 12 IN ABC ORDER]_x000D_ 13. [DISPLAY SCHOOL 13 IN ABC ORDER]_x000D_ 14. [DISPLAY SCHOOL 14 IN ABC ORDER]_x000D_ 15. [DISPLAY SCHOOL 15 IN ABC ORDER]_x000D_ 16. [DISPLAY SCHOOL 16 IN ABC ORDER]_x000D_ 17. [DISPLAY SCHOOL 17 IN ABC ORDER]_x000D_ 18. [DISPLAY SCHOOL 18 IN ABC ORDER]_x000D_ 19. [DISPLAY SCHOOL 19 IN ABC ORDER]_x000D_ 20. [DISPLAY SCHOOL 20 IN ABC ORDER]_x000D_ 21. [DISPLAY SCHOOL 21 IN ABC ORDER]_x000D_ 22. [DISPLAY SCHOOL 22 IN ABC ORDER]_x000D_ 23. [DISPLAY SCHOOL 23 IN ABC ORDER]_x000D_ 24. [DISPLAY SCHOOL 24 IN ABC ORDER]_x000D_ 25. [DISPLAY SCHOOL 25 IN ABC ORDER]_x000D_ 91. School not on list_x000D_ |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ005OS | Watermark "Enter full school name" | Other specify for verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ006a1 | Question "What is the mailing address of the school?_x000D_ _x000D_ Address Line 1:" |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ006a2 | Question "Address Line 2:" | Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ006b | Question "City:" | Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ006c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.” _x000D_ _x000D_ Watermark "Select a state" |
Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ006d | Question "ZIP Code:" | Verification of the child’s current kindergarten grade and school | P-RQ1, P-RQ4 |
| PIQ | PIQ020a | Question "Now we have some questions about {CHILD}'s school. Did {CHILD}'s school or teacher send home information about any of the following when {CHILD} started kindergarten this year?”_x000D_ ----_x000D_ 1. How to prepare {CHILD} for kindergarten_x000D_ 2. Topics or skills that are part of the kindergarten program_x000D_ 3. What to do if {CHILD} will be late or absent from school_x000D_ 4. How to get in touch with a teacher or school staff to discuss any concerns or questions about {CHILD}_x000D_ 5. None of the above_x000D_ |
School’s transition activities for kindergarten | P-RQ2, P-RQ4 |
| PIQ | PIQ030 | Question "Have you met {CHILD}'s teacher yet?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether parent has met child’s teacher | P-RQ2, P-RQ3 |
| PIQ | PIQ051 | Question "Now, we’d like to ask you about {CHILD}'s school. _x000D_ _x000D_ To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her} current school?_x000D_ _x000D_ InstResp: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the school that is assigned to that neighborhood.”_x000D_ ----_x000D_ 1. A primary factor_x000D_ 2. One of several factors_x000D_ 3. Not a factor_x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 |
| PIQ | PIQ060 | Question: “Which of the following best describes the school that {CHILD} is attending?”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. {CHILD} is attending the regularly-assigned school for our home._x000D_ 2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her}._x000D_ 3. {CHILD} is attending a school we chose that is not the assigned school for our home._x000D_ 4. Child is homeschooled._x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 |
| PIQ | PIQ065 | Question "Does {CHILD} attend a school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 |
| PIQ | PIQ066 | Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.”_x000D_ _x000D_ Watermark “Hours per week” |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 |
| PIQ | PIQ070 | Question "Most schools have guidelines about when a child can start school based on his or her birth date. When was {CHILD} enrolled in kindergarten?”_x000D_ ----_x000D_ 1. Before {he/she} reached the minimum age in the school guideline_x000D_ 2. As soon as {he/she} reached an age within the school guideline_x000D_ 3. Waited at least a year from the school guideline_x000D_ |
Timing of kindergarten enrollment with respect to school guidelines | P-RQ1, P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ080 | Question "Is this {CHILD}'s first or second year of kindergarten?”_x000D_ ----_x000D_ 1. First_x000D_ 2. Second_x000D_ 3. Third or more_x000D_ |
Whether child is in first, second, or third year of kindergarten | P-RQ1, P-RQ2, P-RQ4 |
| PIQ | PIQ085 | Question "Is {CHILD} in a transitional kindergarten program (also known as TK)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Enrollment in transitional kindergarten | P-RQ1, P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ086 | Question "For what reason(s) is {CHILD} enrolled in a transitional kindergarten (TK) program?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. {CHILD} was not the minimum age in the school guideline for kindergarten in my state._x000D_ 2. Teacher/early care provider recommended {CHILD} attend TK._x000D_ 3. {CHILD} can enroll in kindergarten based on age but TK can help {him/her} to be more academically ready for kindergarten._x000D_ 4. {CHILD} can enroll in kindergarten based on age but TK can help {him/her} to be more socially ready for kindergarten._x000D_ 91. Other (Please specify):_x000D_ |
Enrollment in transitional kindergarten | P-RQ1, P-RQ2, P-RQ3, P-RQ4, P-RQ5 |
| PIQ | PIQ086os | Other specify for enrollment in transitional kindergarten | P-RQ1, P-RQ2, P-RQ3, P-RQ4, P-RQ5 | |
| PIQ | PIQ090a | Question “Children sometimes have problems adjusting to kindergarten. On average, during the first two months of this school year, how often: _x000D_ _x000D_ Did {CHILD} complain about school?”_x000D_ _x000D_ InstResp “If {CHILD} has been in school for less than two months, answer for the time since the beginning of the school year.”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ090b | Question "Was {CHILD} upset or reluctant to go to school?”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ090c | Question "Did {CHILD} pretend to be sick to stay home from school?”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ090d | Question "Did {CHILD} say good things about school?”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ090e | Question "Did {CHILD} say {he/she} liked {his/her} teacher?”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ090f | Question "Did {CHILD} look forward to going to school?”_x000D_ ----_x000D_ 1. More than once a week_x000D_ 2. Once a week or less_x000D_ 3. Not at all_x000D_ |
Child’s adjustment to kindergarten | P-RQ2, P-RQ3, P-RQ4 |
| PIQ | PIQ110a | Question "Now we're going to ask you how important you think it is for children to know or do certain things to be ready for kindergarten._x000D_ _x000D_ How important do you think it is that a child ... _x000D_ _x000D_ Can count to 20 or more?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ110b | Question "Takes turns and shares?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ110c | Question "Is able to use pencils and paint brushes?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ110d | Question "Sits still and pays attention?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ110e | Question "Knows most of the letters of the alphabet?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ110f | Question "Communicates needs, wants, and thoughts verbally in {his/her} primary language?”_x000D_ ----_x000D_ 1. Essential_x000D_ 2. Very important_x000D_ 3. Somewhat important_x000D_ 4. Not very important_x000D_ 5. Not important_x000D_ |
Parent’s beliefs about school readiness | P-RQ2 |
| PIQ | PIQ120 | Question "How far in school do you expect {CHILD} to go? _x000D_ _x000D_ Do you expect {him/her} …”_x000D_ ----_x000D_ 1. To receive less than a high school diploma,_x000D_ 2. To graduate from high school,_x000D_ 3. To attend a vocational or technical school after high school,_x000D_ 4. To attend two or more years of college,_x000D_ 5. To finish a four- or five-year college degree,_x000D_ 6. To earn a master's degree or equivalent, or_x000D_ 7. To finish a Ph.D., MD, or other advanced degree?_x000D_ |
Parent’s educational expectations for how far the child will go in school (high school, college, etc) | P-RQ2, P-RQ4 |
| PIQ | PIQ500 | Question "How many times was {CHILD} late for school during the past four weeks?”_x000D_ _x000D_ Watermark “Enter # of times” |
How many times the child has been late for school | P-RQ2, P-RQ3 |
| PSQ | PSQ020 | Question "Now we would like to ask about the skills some children demonstrate at this age._x000D_ _x000D_ Can {CHILD} identify the colors red, yellow, blue, and green by name?" _x000D_ _x000D_ InstResp "This can be done in any language."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. No, none of them_x000D_ 2. Yes, some of them_x000D_ 3. Yes, all of them_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ025 | Question "Can {CHILD} correctly recognize the letters of the alphabet?"_x000D_ _x000D_ InstResp "This can be done in any language."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. No, none of them_x000D_ 2. Yes, some of them_x000D_ 3. Yes, most of them_x000D_ 4. Yes, all of them_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ030 | Question "Can {CHILD} write {his/her} first name, even if some of the letters are backwards?"_x000D_ _x000D_ InstResp "This can be done in any language." _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ035 | Question "How often can {CHILD} explain things {he/she} has seen or done so that you get a very good idea of what happened?"_x000D_ _x000D_ InstResp "This can be done in any language."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. About half the time_x000D_ 4. Usually_x000D_ 5. Always_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ040 | Question "How high can {CHILD} count?" _x000D_ _x000D_ InstResp "This can be done in any language."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. {CHILD} cannot count._x000D_ 2. Up to 5_x000D_ 3. Up to 10_x000D_ 4. Up to 20_x000D_ 5. Up to 50_x000D_ 6. Up to 100 or more_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ045 | Question "Can {CHILD} identify basic shapes such as a triangle, rectangle, circle, or square?"_x000D_ _x000D_ InstResp "This can be done in any language."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. No, none of them_x000D_ 2. Yes, some of them_x000D_ 3. Yes, most of them_x000D_ 4. Yes, all of them_x000D_ |
Ratings of child competence in literacy, language, and mathematics | P-RQ2 |
| PSQ | PSQ050a | Question "How often does {CHILD} do the following?_x000D_ _x000D_ Tries repeatedly to communicate information that has not been understood by others"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child language use | P-RQ2 |
| PSQ | PSQ050b | Question "Asks questions about information that is unclear to {him/her}"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child language use | P-RQ2 |
| PSQ | PSQ050c | Question "Responds to questions in a thoughtful way that makes sense"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child language use | P-RQ2 |
| PSQ | PSQ050d | Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child language use | P-RQ2 |
| KSQ | KSQ020 | Question "How did you learn about the school where {CHILD} is attending kindergarten?" _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. It is the assigned school for our neighborhood._x000D_ 2. Word of mouth/recommendation from family, friends, etc._x000D_ 3. District/school website_x000D_ 4. Looked at the school’s profile online_x000D_ 5. Looked at school ratings from other parents online._x000D_ 91. Other (Please specify):_x000D_ |
How respondent learned of the selected kindergarten | P-RQ4 |
| KSQ | KSQ020os | Other specify for how respondent learned of the selected kindergarten | P-RQ4 | |
| KSQ | KSQ025 | Question “Even though many factors matter when choosing a kindergarten, please choose the THREE factors that were the MOST IMPORTANT to you.”_x000D_ ----_x000D_ 1. Offered convenient hours (for example, was a full-day kindergarten program, or offered before- or after-school care)._x000D_ 2. Offered services for children with special needs._x000D_ 3. Taught children how to get along well with others._x000D_ 4. Was in a convenient location (close to your home, work, or public transportation)._x000D_ 5. Had a warm and nurturing teacher(s)._x000D_ 6. Provided a safe and clean environment._x000D_ 7. Provided transportation._x000D_ 8. Was free or was the least expensive option._x000D_ 9. Taught children letters, numbers, and other academic skills._x000D_ 10. Accepted payment from a tuition assistance/voucher program in my state._x000D_ 11. Also served my other children (for example, the program was located in a school where an older sibling was enrolled)._x000D_ 12. Offered specialized programs or curriculum (for example, drama, arts, foreign languages, Montessori, modified calendar, etc.)._x000D_ 13. Was in an elementary school that fed into a desired middle or high school._x000D_ 14. Had a good reputation or high rating (for example, heard good things about the school from friends, family, neighbors, etc.)._x000D_ 15. Very good value._x000D_ 16. Promoted racial/cultural inclusivity._x000D_ 17. A language other than English was used as the teaching language._x000D_ 18. Was the assigned public school for the neighborhood._x000D_ |
Reasons for choosing child’s kindergarten | P-RQ4 |
| KSQ | KSQ030 | Question “Does {CHILD} go to a public or private school for kindergarten?”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
Parent’s choice of school for child | P-RQ4 |
| KSQ | KSQ035 | Question “What days of the week does {CHILD} have school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Monday_x000D_ 2. Tuesday_x000D_ 3. Wednesday_x000D_ 4. Thursday_x000D_ 5. Friday_x000D_ 6. Saturday_x000D_ 7. Sunday_x000D_ |
Days of the week that the child has school | P-RQ1, P-RQ4 |
| KSQ | KSQ075 | Question “Is there a charge or tuition for {CHILD}’s school? Do not count money for school supplies, extra activities, or food.”_x000D_ _x000D_ InstResp "This question is about whether there is a charge or tuition to attend the school, regardless of who pays for it. If a charge or tuition is paid for by a scholarship or voucher provided by the government, please answer “yes” to this question.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Charge or tuition for school | P-RQ4 |
| KSQ | KSQ080 | Question “Did you use a voucher provided by the government to attend this school? “_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of a voucher from the government to pay for school | P-RQ1, P-RQ4 |
| SSQ | SSQ010a | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010b | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010c | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010d | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010f | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010h | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010i | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010j | Question "Keeps working at something until {he/she} is finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010k | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010l | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010m | Question "{Continued} Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010n | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010p | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010Z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ020a | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020b | Question "Will move from one task to another without completing any of them."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020c | Question "When drawing or coloring in a book, shows strong concentration."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020d | Question "When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods of time."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020e | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ Is easily distracted when listening to a story."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020f | Question "Sometimes becomes absorbed in a picture book and looks at it for a long time."_x000D_ ----_x000D_ 1. 1 Extremely untrue_x000D_ 2. 2 Untrue_x000D_ 3. 3 Somewhat untrue_x000D_ 4. 4 Neither untrue nor true_x000D_ 5. 5 Somewhat true_x000D_ 6. 6 True_x000D_ 7. 7 Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Can wait before entering into new activities if asked to."_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)."_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025d | Question "Is good at following instructions."_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025f | Question "Can easily stop an activity when told "no.""_x000D_ ----_x000D_ 1. 1 Extremely untrue of {CHILD}_x000D_ 2. 2 Somewhat untrue of {CHILD}_x000D_ 3. 3 Neither untrue nor true of {CHILD}_x000D_ 4. 4 Somewhat true of {CHILD}_x000D_ 5. 5 Extremely true of {CHILD}_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| FSQ | FSQ010a | Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_ _x000D_ {Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_ _x000D_ Please click on the “Next” button below to continue.” |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ010b | Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_ _x000D_ {If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_ {If needed, you can add more household members later.}_x000D_ _x000D_ First name_x000D_ _x000D_ Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_ _x000D_ Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD} |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ040 | Question "Sex"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ050 | Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_ _x000D_ InstResp "If you would like to add household members or change information, please select "No" to go back and make changes. If you have more than eight household members, they will be listed on more than one screen. Please select "Next" on each screen to see all the household members listed."_x000D_ _x000D_ {TABLE OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120 | Question "Who in the household is your spouse or partner?"_x000D_ _x000D_ InstResp "Select the name of the person who is your spouse/partner. If name not listed, select "not on list."_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 6. {DISPLAY HH MEMBER NAME 6}_x000D_ 7. {DISPLAY HH MEMBER NAME 7}_x000D_ 8. {DISPLAY HH MEMBER NAME 8}_x000D_ 37. Not on list_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120a | Question "What is the first name of your spouse or partner?_x000D_ _x000D_ First name:" |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120b | Question "How old is {NAME}?"_x000D_ _x000D_ Pre-unit "Age:"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120c | Question "Is {NAME} male or female?"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ130 | Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_ ----_x000D_ 1. Mother/female guardian_x000D_ 2. Father/male guardian_x000D_ 3. Sister_x000D_ 4. Brother_x000D_ 5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 7. Grandmother_x000D_ 8. Grandfather_x000D_ 9. Aunt_x000D_ 10. Uncle_x000D_ 11. Cousin_x000D_ 12. Other relative_x000D_ 13. Other nonrelative_x000D_ |
Relationship of household member to child | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ140 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth mother_x000D_ 2. Adoptive mother_x000D_ 3. Step mother_x000D_ 4. Foster mother or legal female guardian_x000D_ 5. Other female parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g, adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ150 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth father_x000D_ 2. Adoptive father_x000D_ 3. Step father_x000D_ 4. Foster father or legal male guardian_x000D_ 5. Other male parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g, adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ160 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full sister_x000D_ 2. Half sister_x000D_ 3. Step sister_x000D_ 4. Adoptive sister_x000D_ 5. Foster sister_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ170 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full brother_x000D_ 2. Half brother_x000D_ 3. Step brother_x000D_ 4. Adoptive brother_x000D_ 5. Foster brother_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180 | Question "{Are you/Is {NAME}} a …"_x000D_ ----_x000D_ 1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 3. Female guardian_x000D_ 4. Male guardian_x000D_ 5. Daughter/son of {CHILD}'s parent's partner_x000D_ 6. Other relative of {CHILD}'s parent's partner_x000D_ 91. Other nonrelative (Please specify):_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180OS | Other specify for current household roster | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ190 | Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ195 | Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Race of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200 | Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. I don't know (Please explain):_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200OS | Other specify for marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ205a | Question “Has {CHILD} always lived with you?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Information about how long the child has lived with the respondent | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ205b | Question “How long has {CHILD} lived with you?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter number of years” |
Information about how long the child has lived with the respondent | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ205c | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter number of months” |
Information about how long the child has lived with the respondent | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ206 | Question “To save time, if we contact your household in the future, we will include these first names, ages, and sexes of your household members in that survey. This allows for review and updating of the information you provided here, rather than having to enter everything a second time. _x000D_ _x000D_ Please press the Next button to continue."_x000D_ _x000D_ “I do NOT provide my permission to fill these names, ages, and sexes information into future surveys on {CHILD}.” |
Consent to prefill household roster data | NA |
| PLQ | PLQ020 | Question “Now we would like to ask about the language, or languages, spoken in your home. _x000D_ _x000D_ Is any language other than English regularly spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ030 | Question “Is English also spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ040 | Question "What languages other than English are spoken in your home?” _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ040OS | Other specify for languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 | |
| PLQ | PLQ041a | Question "What is the primary language that {you/NAME} {speak/speaks} in your home?"_x000D_ ----_x000D_ 1. English_x000D_ 2. Two or more languages are spoken the same amount_x000D_ 3. {Spanish}_x000D_ 4. {A European language other than Spanish, for example, French, German, or Russian}_x000D_ 5. {A Chinese language or dialect}_x000D_ 6. {A Filipino language}_x000D_ 7. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 8. {A South Asian language, for example, Hindi or Tamil}_x000D_ 9. {Another Asian language, for example, Japanese or Korean}_x000D_ 10. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 11. {An African language, for example, Swahili or Amharic}_x000D_ 12. {OTHER SPECIFY ANSWER FROM PLQ040}_x000D_ |
Primary language spoken | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ041c | Question "You mentioned that {you/NAME} {speak/speaks} two or more languages equally at home. What are these languages?_x000D_ _x000D_ Select one or more choices below. If more than one language falls in the same category below (for example, if you speak two different African languages), select that category. _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. {A Eurpoean language other than Spanish, for example, French, German, or Russian}_x000D_ 3. {A Chinese language or dialect}_x000D_ 4. {A Filipino language}_x000D_ 5. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 6. {A South Asian language, for example, Hindi or Tamil}_x000D_ 7. {Another Asian language, for example, Japanese or Korean}_x000D_ 8. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 9. {An African language, for example, Swahili or Amharic}_x000D_ 10. {OTHER SPECIFY ANSWER FROM PLQ040}_x000D_ |
Primary language spoken | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ050a | Question "How well {do/does} {you/NAME} . . ._x000D_ _x000D_ Speak English?”_x000D_ ----_x000D_ 1. Very well_x000D_ 2. Pretty well_x000D_ 3. Not very well_x000D_ 4. Not well at all_x000D_ |
English proficiency of each parent | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ050b | Question "Read English?”_x000D_ ----_x000D_ 1. Very well_x000D_ 2. Pretty well_x000D_ 3. Not very well_x000D_ 4. Not well at all_x000D_ |
English proficiency of each parent | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ050c | Question "Write English?”_x000D_ ----_x000D_ 1. Very well_x000D_ 2. Pretty well_x000D_ 3. Not very well_x000D_ 4. Not well at all_x000D_ |
English proficiency of each parent | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ050d | Question "Understand someone speaking English?”_x000D_ ----_x000D_ 1. Very well_x000D_ 2. Pretty well_x000D_ 3. Not very well_x000D_ 4. Not well at all_x000D_ |
English proficiency of each parent | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ060 | Question "What is the primary language spoken in your home?"_x000D_ ----_x000D_ 1. English_x000D_ 2. Two or more languages are spoken the same amount_x000D_ 3. {Spanish}_x000D_ 4. {A European language other than Spanish, for example, French, German, or Russian}_x000D_ 5. {A Chinese language or dialect}_x000D_ 6. {A Filipino language}_x000D_ 7. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 8. {A South Asian language, for example, Hindi or Tamil}_x000D_ 9. {Another Asian language, for example, Japanese or Korean}_x000D_ 10. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 11. {An African language, for example, Swahili or Amharic}_x000D_ 12. {OTHER SPECIFY ANSWER FROM PLQ040}_x000D_ |
Primary language spoken | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ060b | Question "You mentioned that two or more languages are spoken equally at home. What are these languages?_x000D_ _x000D_ Select one or more choices below. If more than one language falls in the same category below (for example, if you speak two different African languages), select that category.” _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. {A Eurpoean language other than Spanish, for example, French, German, or Russian}_x000D_ 3. {A Chinese language or dialect}_x000D_ 4. {A Filipino language}_x000D_ 5. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 6. {A South Asian language, for example, Hindi or Tamil}_x000D_ 7. {Another Asian language, for example, Japanese or Korean}_x000D_ 8. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 9. {An African language, for example, Swahili or Amharic}_x000D_ 10. {OTHER SPECIFY ANSWER FROM PLQ040}_x000D_ |
Primary language spoken | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ083 | Question "How often {do/does} {{you/{NAME} use {{NON-ENGLISH LANGUAGE}/a language other than English} in speaking to {CHILD}? _x000D_ _x000D_ {In other words, in general how often {do/does} {you/{NAME}} use all languages, other than English, in speaking to {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
How often parents speak a language other than English to the child | P-RQ1, P-RQ2, P-RQ5 |
| PLQ | PLQ090 | Question "How often does {CHILD}} use {{NON-ENGLISH LANGUAGE}/a language other than English} in speaking to {you/{NAME}}? _x000D_ _x000D_ {In other words, in general how often {do/does} {CHILD}} use all languages, other than English, in speaking to {you/{NAME}}?}”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
How often the child speaks a language other than English to parents | P-RQ1, P-RQ2, P-RQ5 |
| HEQ | HEQ010a | Question "Now we would like to ask about {CHILD}’s activities with family members._x000D_ _x000D_ In a typical week, how often do you or any other family members do the following things with {CHILD}? _x000D_ _x000D_ Tell stories to {CHILD}"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010b | Question "Sing songs with {CHILD}"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010c | Question "Help {CHILD} to do arts and crafts"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010d | Question "Involve {CHILD} in household chores, like cooking, cleaning, setting the table, or caring for pets"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010e | Question "{Continued} In a typical week, how often do you or any other family members do the following things with {CHILD}? _x000D_ _x000D_ Play games or do puzzles with {CHILD}"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010f | Question "Talk about nature or do science projects with {CHILD}"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010g | Question "Build something or play with construction toys with {CHILD}"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010h | Question "Play a sport or exercise together"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ010i | Question "Practice reading, writing, or working with numbers"_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Home learning activities | P-RQ2, P-RQ3 |
| HEQ | HEQ020 | Question "How often do you or other family members use a language other than English when doing any of the activities listed in the previous questions, such as {telling stories{,} {and}/singing songs{,} {and}/helping with arts and crafts{,} {and}/doing chores/playing games or doing puzzles{,} {and}/talking about nature or doing science projects{,} {and}/building{,} {and}/playing a sport or exercising{,} {and}/practicing reading, writing, or working with numbers}?"_x000D_ ----_x000D_ 1. Always_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Never_x000D_ |
Language other than English used in the home for activities, reading, etc. | P-RQ2, P-RQ3 |
| HEQ | HEQ030 | Question "In a typical week, how often do you or any other family members read books to {CHILD}?" _x000D_ _x000D_ InstResp "Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by him or herself. Please include reading of books in any language."_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ035 | Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3-6 times a week_x000D_ 4. Every day_x000D_ |
Language other than English used in the home for activities, reading, etc. | P-RQ2, P-RQ3 |
| HEQ | HEQ036 | Question "Generally, how long is {CHILD} read to at each of these times?"_x000D_ _x000D_ InstResp "Please include reading in any language."_x000D_ _x000D_ Pre-unit "Minutes:"_x000D_ _x000D_ Watermark “Enter minutes” |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ036a | Question "How often… _x000D_ _x000D_ Does {CHILD} start talking about a story you are reading together or something it has reminded {him/her} of?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ 6. Almost always_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ036b | Question "Do you spend time talking about the pictures when you and {CHILD} are reading books with pictures?"_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ 6. Almost always_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ036c | Question "Do you and {CHILD} talk about a book you read sometime in the past?"_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ 6. Almost always_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ040 | Question "About how many children's books does {CHILD} have in your home now, including library books? Please only include books that are for children.”_x000D_ _x000D_ InstResp “Include all children’s books that are borrowed or from the library, as well as electronic or eBooks, and those that may be shared with siblings."_x000D_ _x000D_ Watermark “Enter number of books” |
Literacy materials in the home | P-RQ2 |
| HEQ | HEQ045 | Question "{Is this book in English or {{NON-ENGLISH LANGUAGE/ a language other than English}/Are these books in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or is one in English and the other in {{NON-ENGLISH LANGUAGE}/a language other than English}/Are these books mainly in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or are there about the same number of books in English as in {{NON-ENGLISH LANGUAGE}/another language}?”_x000D_ ----_x000D_ 1. English_x000D_ 2. {{NON-ENGLISH LANGUAGE}/A language other than English}_x000D_ 3. {Same number in English and {{NON-ENGLISH LANGUAGE}/a language other than English}}_x000D_ |
Literacy materials in the home | P-RQ2 |
| HEQ | HEQ060 | Question "Now, please think about the past week. How often did {CHILD}… _x000D_ _x000D_ Look at picture books outside of school? "_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading or looking at picture books by the child | P-RQ2 |
| HEQ | HEQ070 | Question "Read or pretend to read to {himself/herself} or to others outside of school?"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading or looking at picture books by the child | P-RQ2 |
| CCQ | CCQ005 | Question “Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis. This includes child care with relatives, nonrelatives, day care centers, or before- or after-school programs at a school or in a center. This does not include care provided by parents and guardians, or occasional baby-sitting or back-up care providers.”_x000D_ _x000D_ _x000D_ “Is {CHILD} now receiving child care on a regular basis including care provided before or after school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ100 | Question “Is {CHILD} now receiving child care on a regular basis…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. From a relative (for example, grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}._x000D_ 2. From someone not related to {him/her}, within a private home (for example, family or in-home child care providers, regular sitters, or neighbors)? This does not include child care centers._x000D_ 3. Within a day care center or a before- or after-school program at a school or in a center?_x000D_ |
Participation in ECE, by type of arrangement (relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ111a | Question “How many different regular care arrangements do you currently have with the following care {types/type}? _x000D_ _x000D_ Relatives” _x000D_ _x000D_ InstResp “Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ111b | Question “{How many different regular care arrangements do you currently have with the following care {types/type}?} _x000D_ _x000D_ Nonrelatives”_x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ111c | Question “{How many different regular care arrangements do you currently have with the following care type?} _x000D_ _x000D_ Day care centers or before- or after-school programs” _x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ200 | Question “We'd like to know more about the relative who provides {the most} care for {CHILD} now. Who is the relative who cares for {CHILD}?” _x000D_ _x000D_ InstResp “Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ ----_x000D_ 1. Grandparent_x000D_ 2. Aunt_x000D_ 3. Uncle_x000D_ 4. Brother_x000D_ 5. Sister_x000D_ 6. Another relative_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ211 | Question “Is {{CHILD}'s {RELATIVE}/ that relative} 18 years of age or older?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ221 | Question “Is the care provided by {{CHILD}'s {RELATIVE}/ that relative} in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varied_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ231 | Question “Does {CHILD} receive that care before school, after school, or on weekends?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ241 | Question “How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?”_x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ245 | Question “How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ251 | Question “You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis. _x000D_ _x000D_ How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ311 | Question “We’d like to know more about the nonrelative who provides {the most} care for {CHILD} now. Is this person 18 years of age or older?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ321 | Question “Is that care provided in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varied_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ331 | Question “Does {CHILD} receive that care before school, after school, or on weekends?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ341 | Question “How many days each week does {CHILD} receive care from that person?”_x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ345 | Question “How many hours each week does {CHILD} receive care from that person? _x000D_ _x000D_ InstResp “Please round to the nearest hour...”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ351 | Question “You answered that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis in a private home. How many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ415 | Question “The next questions are about the before- or after-school program or day care center where {CHILD} spends {the most} time now. Is that program located in the school where {CHILD} attends kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ431 | Question “Does {CHILD} go to that program before school, after school, or on weekends?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ441 | Question “How many days each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.” _x000D_ _x000D_ Watermark “Days per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ445 | Question “Other than regular school hours, how many hours each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ451 | Question “You answered that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school {program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these programs}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ500a | Question “Has {CHILD} ever received the child care on a regular basis …?_x000D_ _x000D_ From a relative (for example, grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ500b | Question “{Has {CHILD} ever received child care on a regular basis …?}_x000D_ _x000D_ From someone not related {him/her}, within a private home (for example, family or in-home child care providers, regular sitters, or neighbors). This does not include child care centers.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ500c | Question “{Has {CHILD} ever received child care on a regular basis …?}_x000D_ _x000D_ Within a day care center, nursery school, preschool, prekindergarten, or before- or after-school program at a school or in a center?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ510a | Question “How old was {CHILD} in years and months when {he/she} first received the following care on a regular basis?_x000D_ _x000D_ Care from a relative” _x000D_ _x000D_ InstResp “For babies less than 1 year old, enter 0 years. For babies less than 1 month old, enter 0 months.” _x000D_ _x000D_ Pre-unit “Years” _x000D_ _x000D_ Watermark “Enter years” |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ510b | Pre-unit “Months”_x000D_ _x000D_ Watermark “Enter months” |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ520a | Question “{How old was {CHILD} in years and months when {he/she} first received the following care on a regular basis?}_x000D_ _x000D_ Care from any nonrelative in a private home” _x000D_ _x000D_ InstResp “For babies less than 1 year old, enter 0 years. For babies less than 1 month old, enter 0 months.” _x000D_ _x000D_ Pre-unit “Years” _x000D_ _x000D_ Watermark: “Enter years” |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ520b | Pre-unit “Months” _x000D_ _x000D_ Watermark: “Enter months” |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ530a | Question “{How old was {CHILD} in years and months when {he/she} first received the following care on a regular basis?}_x000D_ _x000D_ Care from any day care center, nursery school, preschool, prekindergarten, or before- or after-school program at a school or in a center ” _x000D_ _x000D_ InstResp “For babies less than 1 year old, enter 0 years. For babies less than 1 month old, enter 0 months.” _x000D_ _x000D_ Pre-unit “Years” _x000D_ _x000D_ Watermark: “Enter years” |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ530b | Pre-unit “Months” _x000D_ _x000D_ Watermark “Enter months” |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ600a | Question “Did {CHILD} receive child care on a regular basis the year before {he/she} started kindergarten…?_x000D_ _x000D_ From a relative (for example, grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians})” Do not include care from parents or guardians, even if they do not live with {CHILD}._x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ600b | Question “{Did {CHILD} receive child care on a regular basis the year before {he/she} started kindergarten…?}_x000D_ _x000D_ From someone who is not related {him/her}, within a private home (for example, family or in-home child care providers, regular sitters, or neighbors). This does not include child care centers.”_x000D_ _x000D_ InstResp “This means anytime in the year before this child entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ600c | Question “{Did {CHILD} receive child care on a regular basis the year before {he/she} started kindergarten…?}_x000D_ _x000D_ Within a day care center, nursery school, preschool, prekindergarten program, or a before- or after-school program at a school or in a center.”_x000D_ _x000D_ InstResp “This means anytime in the year before this child entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ611a | Question “How many different regular care arrangements did you have for {CHILD} in the year before {he/she} started kindergarten with the following care {types/type}?_x000D_ _x000D_ Relatives”_x000D_ _x000D_ InstResp “Please do not include care from a parent or guardian who lived in the home or elsewhere.”_x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ611b | Question “{How many different regular care arrangements did you have for {CHILD} in the year before {he/she} started kindergarten with the following care {types/type}?}_x000D_ _x000D_ Nonrelatives”_x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ611c | Question “{How many different regular care arrangements did you have for {CHILD} in the year before {he/she} started kindergarten with the following care type?}_x000D_ _x000D_ Day care centers, nursery schools, preschools, prekindergarten programs, or a before- or after-school programs at a school or in a center”_x000D_ _x000D_ Pre-unit “Number of arrangements”_x000D_ _x000D_ Watermark “Enter number” |
Number of ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ700 | Question “For the next few questions please think about the relative who provided {the most} care for {CHILD} the year before {he/she} started kindergarten. Was that care provided in your home or in another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varied_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ711 | Question “Was this relative 18 years of age or older at the time he or she cared for {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ741 | Question “How many days each week did {CHILD} receive care from this relative the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.” _x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ745 | Question “How many hours each week did {CHILD} receive care from this relative the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.” _x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ760 | Question “For how long did {CHILD} receive care from this relative the year before {he/she} started kindergarten?”_x000D_ ----_x000D_ 1. Less than a month_x000D_ 2. One to two months_x000D_ 3. Three to five months_x000D_ 4. Six to eight months_x000D_ 5. Nine to eleven months_x000D_ 6. Twelve months_x000D_ |
Time the child spent in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ770 | Question “What language did this relative speak most when caring for {CHILD}?”_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ770OS | Other specify for characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (relative) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ780 | Question “Head Start is a federally sponsored preschool program primarily for children from low-income families. {Was the regular care arrangement that {CHILD} had with a relative/Were any of the regular care arrangements that {CHILD} had with relatives} in the year before kindergarten Head Start?”_x000D_ _x000D_ InstResp “If {CHILD} was in Head Start in another care type, please answer for that in another question.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ785 | Question “Was the relative who provided the most care for {CHILD} in the year before kindergarten providing the care as part of a Head Start program?” _x000D_ _x000D_ InstResp “If {CHILD} was in Head Start in another care type, please answer for that in another question.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ790 | Question “How many days each week did {CHILD} receive care in the year before kindergarten from a relative in Head Start?” _x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Head Start attendance (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ795 | Question “How many hours each week did {CHILD} receive care in the year before kindergarten from this relative in Head Start?” _x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Head Start attendance (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ800 | Question “For the next few questions please think about the nonrelative who provided {the most} care for {CHILD} the year before {he/she} started kindergarten. Was that care provided in your home or in another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varied_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ811 | Question “Was this nonrelative 18 years of age or older at the time he or she cared for {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ841 | Question “How many days each week did {CHILD} receive care from this nonrelative the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ845 | Question “How many hours each week did {CHILD} receive care from this nonrelative the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ860 | Question “For how long did {CHILD} receive care from the nonrelative the year before {he/she} started kindergarten?”_x000D_ ----_x000D_ 1. Less than a month_x000D_ 2. One to two months_x000D_ 3. Three to five months_x000D_ 4. Six to eight months_x000D_ 5. Nine to eleven months_x000D_ 6. Twelve months_x000D_ |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ870 | Question “What language did {CHILD}’s nonrelative speak most when caring for {CHILD}?”_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ870OS | Other specify for characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (nonrelative) | ||
| CCQ | CCQ880 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} _x000D_ _x000D_ {Was the regular care arrangement that {CHILD} had with a nonrelative /Were any of the regular care arrangements that {CHILD} had with nonrelatives} in the year before kindergarten Head Start?”_x000D_ _x000D_ InstResp “If {CHILD} was in Head Start in another care type, please answer for that in another question.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ885 | Question “Was the nonrelative who provided {the most} care for {CHILD} the year before kindergarten providing the care as part of a Head Start program?” _x000D_ _x000D_ InstResp “If {CHILD} was in Head Start in another care type, please answer for that in another question.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ890 | Question “How many days each week did {CHILD} receive care in the year before kindergarten from a nonrelative in Head Start?” _x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Head Start attendance (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ895 | Question “How many hours each week does {CHILD} receive care in the year before kindergarten from a nonrelative in Head Start?” _x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Head Start attendance (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ900 | Question “{Was the day care center, nursery school, preschool, or prekindergarten program/Were any of the day care centers, nursery schools, preschools, or prekindergarten programs} a state-sponsored preschool or state sponsored prekindergarten program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Attendance of state sponsored preschool | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ921 | Question “For the next few questions please think about the program that {CHILD} attended {most} the year before {he/she} started kindergarten. _x000D_ _x000D_ Where was the program that {CHILD} attended {most} located? For example, was it in its own building, a school, in a church or synagogue, or some other place?”_x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ ----_x000D_ 1. Its own building_x000D_ 2. A public elementary, junior high, or high school_x000D_ 3. A private elementary, junior high, or high school_x000D_ 4. A college or university_x000D_ 5. A church, mosque, synagogue, or other place of worship_x000D_ 6. Your home_x000D_ 7. Another home_x000D_ 8. A community center_x000D_ 9. A public library_x000D_ 10. A building or storefront that shares walls with other businesses_x000D_ 11. More than one place_x000D_ 12. Some other place_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ922 | Question “Was that program located in the school where {CHILD} now attends kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ941 | Question “How many days each week did {CHILD} go to that program?”_x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ945 | Question “How many hours each week did {CHILD} go to that program?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ960 | Question “For how long did {CHILD} receive care at that program the year before {he/she} started kindergarten?”_x000D_ ----_x000D_ 1. Less than a month_x000D_ 2. One to two months_x000D_ 3. Three to five months_x000D_ 4. Six to eight months_x000D_ 5. Nine to eleven months_x000D_ 6. Twelve months_x000D_ |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ970 | Question “What language did {CHILD}’s main care provider or teacher at that program speak most when caring for {CHILD}?”_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ970OS | Other specify for characteristics of the ECE provider (ie, the language the provider speaks most when caring for the child, whether the provider is 18 years old or older) (center) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ980 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} {Was/Were any of } _x000D_ {CHILD}’s care arrangement{s} in a day care center, nursery school, preschool, or prekindergarten program in the year before kindergarten Head Start?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ985 | Question “Was the care arrangement in a day care center, nursery school, preschool, or prekindergarten program that provided the most care for {CHILD} the year before kindergarten providing the care as part of a Head Start program?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ990 | Question “How many days each week did {CHILD} receive care in the year before kindergarten from Head Start?” _x000D_ _x000D_ InstResp “If the schedule changed, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Head Start attendance (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ995 | Question “How many hours each week does {CHILD} receive care in the year before kindergarten from Head Start?” _x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Watermark “Hours per week” |
Head Start attendance (center) | P-RQ1, P-RQ2, P-RQ3 |
| CHQ | CHQ005 | Question "Now we have some questions about {CHILD}'s health. How much did {CHILD} weigh when {he/she} was born?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in grams_x000D_ |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ006a | Question "Please answer how much {CHILD} weighed when {he/she} was born in pounds and ounces."_x000D_ _x000D_ Pre-unit "Pounds:"_x000D_ _x000D_ Watermark: “Enter pounds”_x000D_ _x000D_ SaVisible "True" |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ006b | Question "and"_x000D_ _x000D_ Pre-unit "Ounces:"_x000D_ _x000D_ Watermark: “Enter ounces” _x000D_ _x000D_ SaVisible "True" |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ007 | Question "Please answer how much {CHILD} weighed when {he/she} was born in grams._x000D_ _x000D_ “Pre-unit “Grams:”_x000D_ _x000D_ Watermark: “Enter grams”_x000D_ _x000D_ SaVisible "True" |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ010 | Question: “When {he/she} was born, did {CHILD} weigh more than 5 and a half pounds?”_x000D_ _x000D_ InstResp: “5 and a half pounds means 5 pounds and 8 ounces. If {CHILD} was weighed in grams, 5 and a half pounds is 2,495 grams. Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ015 | Question: “Did {he/she} weigh more than 3 pounds?”_x000D_ _x000D_ InstResp: “3 pounds is 1,361 grams. Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ016 | Question "Did {he/she} weigh more than 10 pounds?”_x000D_ _x000D_ InstResp: “10 pounds is 4,536 grams. Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ025 | Question "Was {CHILD} born more than two weeks before {he/she} was due?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ030a | Question "How many days or weeks early was {he/she}?”_x000D_ ----_x000D_ 1. Answer in weeks_x000D_ 2. Answer in days_x000D_ |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ030b | Question “How many weeks early was {he/she}?_x000D_ _x000D_ Weeks:”_x000D_ _x000D_ Watermark: “Enter weeks” |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ030c | Question “How many days early was {he/she}?_x000D_ _x000D_ Days:”_x000D_ _x000D_ Watermark: “Enter days” |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ031 | Question "Was {CHILD} ever breastfed or fed breast milk?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Breastfeeding history | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ032a | Question "How old was {CHILD} when {he/she} completely stopped breastfeeding or being fed breast milk?”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ 3. {CHILD} is still breastfeeding_x000D_ |
Breastfeeding history | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ032b | Question “How old was {CHILD} in months when {he/she} completely stopped breastfeeding or being fed breast milk?_x000D_ _x000D_ Months:”_x000D_ _x000D_ Watermark: “Enter age in months” |
Breastfeeding history | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ032c | Question “How old was {CHILD} in years when {he/she} completely stopped breastfeeding or being fed breast milk?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter age in years” |
Breastfeeding history | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ033 | Question " How old was {CHILD} when {he/she} completely stopped breastfeeding or being fed breast milk?”_x000D_ ----_x000D_ 1. 0 to 3 months_x000D_ 2. 4 to 6 months_x000D_ 3. 7 to 9 months_x000D_ 4. 10 to 12 months_x000D_ 5. 13 to 15 months_x000D_ 6. 16 to 18 months_x000D_ 7. Over 18 months_x000D_ |
Breastfeeding history | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ035 | Question "Was {CHILD} a twin, triplet, or other child born as part of a multiple birth?” _x000D_ _x000D_ InstResp: For twins, triplets, and other multiple births, please answer for how many children were born together even if one or more were stillborn or did not survive._x000D_ ----_x000D_ 1. No_x000D_ 2. Yes, a twin_x000D_ 3. Yes, a triplet_x000D_ 4. Yes, a multiple birth with four or more babies_x000D_ |
Whether child was part of a multiple birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ070a | Question “Were {CHILD} and {his/her} twin identical twins or fraternal (non-identical) twins?”_x000D_ ----_x000D_ 1. Identical_x000D_ 2. Fraternal_x000D_ |
Whether child was part of a multiple birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ070b | Question “Was {CHILD} identical to any of the other children born with {CHILD}?_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child was part of a multiple birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ085 | Question "Were there any complications in {CHILD}'s birth or delivery?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Complications at birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ090 | Question "What were the complications?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. The mother had fever (more than 100.4 degrees F. or 38 degrees C.)_x000D_ 2. The baby had fever (more than 100.4 degrees F. or 38 degrees C.)_x000D_ 3. Meconium (baby’s fecal matter) was moderate or heavy_x000D_ 4. Premature rupture of membrane (the amniotic sac broke more than 12 hours before labor)_x000D_ 5. Aruptio placenta (the placenta lining separated from uterus)_x000D_ 6. Placenta previa (the placenta covered all or part of the opening to the cervix)_x000D_ 7. Other excessive bleeding_x000D_ 8. Seizures during labor_x000D_ 9. Precipitous labor (rapid or fast labor, less than 3 hours)_x000D_ 10. Prolonged labor (labor for more than 20 hours)_x000D_ 11. Dysfunctional labor (did not go forward in a normal pattern of labor)_x000D_ 12. Breech/malpresentation (baby’s feet came out first)_x000D_ 13. Cephalopelvic disproportion (the baby's head or body was too large for the mother's pelvis)_x000D_ 14. Cord prolapse (the umbilical cord dropped through the mother’s cervix ahead of the baby)_x000D_ 15. Anesthesia complications (for example, problems with pain medication, an epidural, or general anesthesia)_x000D_ 16. Fetal distress_x000D_ 91. Other complication of labor and/or delivery_x000D_ |
Complications at birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ091 | Question “Did {CHILD} receive any newborn care in an intensive care unit, premature nursery, or any other type of special care facility? "_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Complications at birth | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ092 | Question “Before {CHILD} turned 3, did {he/she} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?”_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ092a | Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?"_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ093 | Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ093a | Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ094 | Question "Has {CHILD} ever received any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ094a | Question "Is {CHILD} currently receiving any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ095 | Question "Has {CHILD} ever had an ear infection?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ096 | Question "Has {CHILD} ever had an ear ache?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ100a | Question "How old was {CHILD} when {he/she} had {his/her} first {ear infection/ear ache}?_x000D_ _x000D_ Years:"_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Watermark “Enter age in years” |
Ear infection history | P-RQ2 |
| CHQ | CHQ100b | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Ear infection history | P-RQ2 |
| CHQ | CHQ101 | Question "Was {CHILD} less than 2 years old when {he/she} had {his/her} first {ear infection/ear ache }? "_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ105 | Question "Before 2 years, or 24 months of age, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?"_x000D_ _x000D_ Times:"_x000D_ _x000D_ Watermark "Enter number of times" |
Ear infection history | P-RQ2 |
| CHQ | CHQ110 | Question "Before 2 years, or 24 months of age, how were {CHILD}’s {ear infections/ear aches} treated by your doctor, nurse, or other medical professional?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. No treatment (watch and wait)_x000D_ 2. Decongestants, antihistamines, or allergy medicine_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to a doctor, nurse, or other medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ110OS | Other specify for treatments used for ear infections | P-RQ2 | |
| CHQ | CHQ115a | Question "How old was {CHILD} when {he/she} first had surgery to place ear tubes in {his/her} ears to treat ear infections?_x000D_ _x000D_ Years:"_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Watermark “Enter age in years” |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ115b | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ120 | Question "Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} had surgery to place tubes in {his/her} ears?" _x000D_ _x000D_ InstResp "Please consider all surgeries if {CHILD} had more than one to place ear tubes before {he/she} turned 2."_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ125 | Question "{Before 2 years, or 24 months of age, how many {other} times do you think {CHILD} had an {ear infection/earache} for which you did not seek medical treatment?"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once_x000D_ 3. Twice_x000D_ 4. 3 to 5 times_x000D_ 5. 6 or more times_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ130 | Question "Before 2 years, or 24 months of age, did {CHILD} ever have 3 or more {ear infections/ear aches} in a 12 month time period?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ135 | Question "After {CHILD}’s second birthday (24 months or older) but before the start of this school year, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?_x000D_ _x000D_ Times:"_x000D_ _x000D_ Watermark "Enter number of times" |
Ear infection history | P-RQ2 |
| CHQ | CHQ140 | Question “After {CHILD}’s second birthday (24 months or older), how were {CHILD}’s {ear infections/ear aches} treated by your doctor, nurse, or other medical professional?”_x000D_ ----_x000D_ 1. No treatment (watch and wait)_x000D_ 2. Decongestants, antihistamines, or allergy medicine_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to a doctor, nurse, or other medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ140OS | Other specify for treatments used for ear infections | P-RQ2 | |
| CHQ | CHQ145a | Question "How old was {CHILD} when {he/she} first had surgery to place ear tubes in {his/her} ears to treat {ear infections/ear aches}?_x000D_ _x000D_ Years:"_x000D_ _x000D_ Watermark “Enter age in years” |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ145b | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ150 | Question "Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} had surgery to place tubes in {his/her} ears {after {his/her} second birthday, but before the start of this school year}?"_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ155 | Question "After {CHILD}’s second birthday (24 months or older) but before the start of this school year, how many {other} times do you think {CHILD} has had an {ear infection/earache} for which you did not seek medical treatment?"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once_x000D_ 3. Twice_x000D_ 4. 3 to 5 times_x000D_ 5. 6 or more times_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ326 | Question "After {CHILD}’s second birthday (24 months or older) but before the start of this school year, did {CHILD} ever have 3 or more {ear infections/ear aches} in a 12-month time period?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ330 | Question "Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent,_x000D_ 2. Very good,_x000D_ 3. Good,_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | P-RQ2 |
| MHQ | MHQ010 | Next are a few questions about marital history._x000D_ _x000D_ Please press the Next button to continue. |
Introduction to marital status and history of the primary caretakers | NA |
| MHQ | MHQ020 | Question "Are you legally married to {CHILD}'s biological {father/mother}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ025a | Question "When did you get married?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ InstResp “Please answer for your current marriage.”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ025b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ030 | Question "Are you and {CHILD}'s biological {father/mother} currently living together in a marriage like relationship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ035a | Question "When did you and {CHILD}'s biological {father/mother} begin living together?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ035b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ040 | Question "Are you legally married to someone who is not {CHILD}'s biological {father/mother} at the present time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ045 | Question "Are you currently living in a marriage-like relationship with someone who is not {CHILD}'s biological {father/mother}?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ050a | Question "When did your current marriage begin?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ050b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ055a | Question “When did you and this person begin living together?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ055b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ060 | Question "Are {CHILD}'s biological parents legally married?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ065a | Question "When did their marriage begin?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ "Don't know" |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ065b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year”_x000D_ _x000D_ "Don't know" |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ070 | Question "Are {CHILD}'s biological parents currently living together in a marriage-like relationship?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ075a | Question "When did {CHILD}'s biological parents begin living together?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ SaVisible "True"_x000D_ _x000D_ "Don't know" |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ075b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year”_x000D_ _x000D_ "Don’t know" |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ080 | Question "Are you and {CHILD}'s biological parent legally married?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ085a | Question "When did you get married?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ085b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ090 | Question "Are you and {CHILD}'s biological parent living together in a marriage-like relationship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ095a | Question "When did you first start living together?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ095b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ100 | Question "Are you legally married?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of the respondent | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ105a | Question "When did you get married?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of the respondent | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ105b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of the respondent | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ110 | Question "Are you living with someone in a marriage-like relationship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ115a | Question "When did you begin living together?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ115b | Pre-unit “Year:"_x000D_ _x000D_ Watermark “Enter the year” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ120 | Question "{Next are a few question about {CHILD}'s biological parents. We understand that some of these questions may be difficult {for adoptive parents} to answer, however, these are standard questions we ask when a child does not live with {his/her} biological parents. Any information you can provide will be helpful.} To the best of your knowledge, are {CHILD}'s biological parents currently legally married to each other?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The biological mother or father is not known._x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ125 | Question "{To the best of your knowledge,} {Have you/Has {CHILD}'s biological {mother/father}} EVER been married to {CHILD}'s biological {father/mother}?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ130a | Question "To the best of your knowledge, when did that marriage begin?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ130b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ135 | Question "To the best of your knowledge, did that marriage end in…”_x000D_ ----_x000D_ 1. Legal seperation?_x000D_ 2. Divorce?_x000D_ 3. Annulment?_x000D_ 4. Death?_x000D_ 5. They are still legally married_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ136a | Question "In what month and year did the marriage legally end?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ InstrResp “If still legally married but separated, enter date of separation.”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ136b | Pre-unit “Year:”_x000D_ _x000D_ InstrResp “If still legally married but separated, enter date of separation.”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ145a | Question "To the best of your knowledge, when did {CHILD} stop living in a household with at least one biological parent?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
When child stopped living with at least one biological parent | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ145b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
When child stopped living with at least one biological parent | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ150 | Question "To the best of your knowledge, since {CHILD} was born, have {you/{CHILD}'s biological {mother/father}} {and {CHILD}'s {other} biological {father/mother}} ever lived together in a marriage-like relationship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ155a | Question "To the best of your knowledge, when did {you/{CHILD}'s biological {mother/father}} {and {CHILD}'s biological {father/mother}} first live together in the same household?”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ155b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ160a | Question " To the best of your knowledge, when did {you/{CHILD}'s biological {mother/father}} {and {CHILD}'s biological {father/mother}} last live together?”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ160b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ165 | Question "How old {were you/was {CHILD}'s biological mother} when {you/she} had a child for the first time?”_x000D_ _x000D_ Watermark "Age in years" |
Mother’s age at first child’s birth | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ175 | Question " {Were you/Was {CHILD}'s biological mother} married to anyone when {CHILD} was born?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| MHQ | MHQ180 | Question "{Were you/Was {CHILD}'s biological mother} living in a marriage-like relationship with anyone when {CHILD} was born?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Cohabitation | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ010 | Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased._x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Biological mother_x000D_ 2. Biological father_x000D_ 3. Adoptive mother_x000D_ 4. Adoptive father_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ030 | We would like to ask a few questions about {CHILD}'s {biological/adoptive}{mother/father}. Is {CHILD}'s {biological/adoptive}{mother/father} currently living? _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {mother/father} is unknown._x000D_ |
Biological and adoptive parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ040a | What {was/is/} {CHILD}'s biological {mother’s/father’s} date of birth?_x000D_ _x000D_ Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ040b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ060 | Question "How old {is/was} {CHILD}'s biological {mother/father} {when {he/she} died}?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ080a | Question "What is {CHILD}'s biological {mother’s/father’s} date of death?”_x000D_ _x000D_ Pre-unit "Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ080b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ090 | Question "{{Is/Was} {he/she} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ100 | Question "What {is/was} {his/her} race? You may name one or more races to indicate what {he/she} {considers/considered} {himself/herself} to be.”_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ110 | Question "To the best of your knowledge, {has/did} {CHILD} ever {lived/live} with {his/her} biological {mother/father}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. {Biological father died before {CHILD} was born.}_x000D_ 4. {Biological mother died before or when {CHILD} was born.}_x000D_ |
Child’s history of living with a biological parent | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ120a | Question "When did {CHILD}'s {mother/father} last live in the same household as {CHILD}?_x000D_ _x000D_ Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Child’s history of living with a biological parent | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ120b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Child’s history of living with a biological parent | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ010 | Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_ _x000D_ Please press Next to continue.” |
Introduction to nonresident parent section | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?"_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {father/mother} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_ 7. {{CHILD} does not have an adoptive {mother/father}}_x000D_ 8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_ |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ123 | Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_ _x000D_ Pre-unit "Times:"_x000D_ _x000D_ Watermark "Number of times" _x000D_ _x000D_ SaVisible "True" |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ010 | Question "Now I have some questions about relationships {CHILD} may have with other people. Is there any person who is like a mother to {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ020 | Question “Who is this person?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. Grandmother_x000D_ 2. Biological mother_x000D_ 3. Stepmother_x000D_ 4. Adoptive mother_x000D_ 5. Foster mother_x000D_ 6. Your girlfriend or partner_x000D_ 7. Teacher or coach_x000D_ 8. Religious leader or clergy member_x000D_ 9. Aunt_x000D_ 10. {CHILD}'s sibling_x000D_ 11. Friend of the family_x000D_ 12. Babysitter, nanny, or caregiver_x000D_ 13. Other relative_x000D_ 14. Other nonrelative_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ030 | Question "{Now I have some questions about relationships {CHILD} may have with other people.} Is there any person who is like a father to {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ040 | Question "Who is this person?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Grandfather_x000D_ 2. Biological father_x000D_ 3. Stepfather_x000D_ 4. Adoptive father_x000D_ 5. Foster father_x000D_ 6. Your boyfriend or partner_x000D_ 7. Teacher or coach_x000D_ 8. Religious leader or clergy member_x000D_ 9. Uncle_x000D_ 10. {CHILD}'s sibling_x000D_ 11. Friend of the family_x000D_ 12. Babysitter, nanny, or caregiver_x000D_ 13. Other relative_x000D_ 14. Other nonrelative_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ060 | Question “Now we have some questions about {CHILD}’s grandparents. How many of {CHILD}’s grandparents are still living?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 0. None_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. More than four_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| CFQ | CFQ070 | Question “How many grandparents would you say {CHILD} has a close relationship with?”_x000D_ ----_x000D_ 0. None_x000D_ 1. {One}_x000D_ 2. {Two}_x000D_ 3. {Three}_x000D_ 4. {Four}_x000D_ 5. {More than four}_x000D_ |
Other parent-like figures and grandparents to support child/parent | P-RQ1, P-RQ2, P-RQ3 |
| PEQ | PEQ020 | Question “{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_ _x000D_ What is the highest grade or year of school or degree that {you/{NAME}}{CHILD}’s {biological/adoptive} {mother/father}} {have/had/has} completed?”_x000D_ ----_x000D_ 0. Never went to school_x000D_ 1. 1st grade_x000D_ 2. 2nd grade_x000D_ 3. 3rd grade_x000D_ 4. 4th grade_x000D_ 5. 5th grade_x000D_ 6. 6th grade_x000D_ 7. 7th grade_x000D_ 8. 8th grade_x000D_ 9. 9th grade_x000D_ 10. 10th grade_x000D_ 11. 11th grade_x000D_ 12. 12th grade but no diploma_x000D_ 13. High school equivalent/GED_x000D_ 14. High school diploma_x000D_ 15. Vocational or technical program after high school but no vocational/technical diploma_x000D_ 16. Vocational or technical program after high school, diploma_x000D_ 17. Some college but no degree_x000D_ 18. Associate's degree_x000D_ 19. Bachelor's degree_x000D_ 20. Graduate or professional school but no degree_x000D_ 21. Master's degree (MA, MS)_x000D_ 22. Doctorate degree (Ph.D, Ed.D)_x000D_ 23. Professional degree after bachelor's degree (medicine/MD; dentistry/DDS; law/JD/LLB; etc.)_x000D_ |
Diplomas or degrees parent has obtained | P-RQ1, P-RQ2 |
| EMQ | EMQ200 | "Which best describes {your/{NAME}'s} current employment situation?"_x000D_ ----_x000D_ 1. Working part-time (less than 35 hours a week)_x000D_ 2. Working full-time (35 or more hours a week)_x000D_ 3. A stay-at-home parent or guardian_x000D_ 4. Not working_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 |
| CMQ | CMQ005 | Question “In case we need to contact you for the next survey in the spring, we would like to ask a few questions about how to reach you.”_x000D_ _x000D_ InstResp “Select Next to continue.” |
Introduction to contact information | NA |
| CMQ | CMQ026a | Question "Please enter your contact information. _x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]” |
Email address | NA |
| CMQ | CMQ026b | Question "Or_x000D_ _x000D_ Mobile Number:" |
Telephone number | NA |
| CMQ | CMQ070 | Question "Is there a second phone number, such as a work number or a friend or relative’s number where you can sometimes be reached?”_x000D_ _x000D_ InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA |
| CMQ | CMQ080a | Question "What is that telephone number?_x000D_ _x000D_ Telephone Number:"_x000D_ _x000D_ InstResp "If it is a mobile phone number, message and data rates may apply." |
Telephone number | NA |
| CMQ | CMQ080b | Question "Please enter an extension if there is one._x000D_ _x000D_ Extension” |
Telephone number | NA |
| CMQ | CMQ090 | Question "Where is this phone located or to whom does this number belong?”_x000D_ ----_x000D_ 1. Office/place of business_x000D_ 2. Relative (Please specify):_x000D_ 3. Neighbor (Please specify):_x000D_ 4. Friend (Please specify):_x000D_ 5. Mobile phone_x000D_ 6. Home phone/landline_x000D_ 7. Other (Please specify):_x000D_ |
Telephone number | NA |
| CMQ | CMQ090OS | InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” | Other specify for telephone number | NA |
| CMQ | CMQ100 | Question "Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?"_x000D_ _x000D_ InstResp "We will only contact this person if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ110a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA |
| CMQ | CMQ110b | Question "Last Name:" | Contact persons to locate the parent | NA |
| CMQ | CMQ110c | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ110d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ110d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ110e | Question "City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ110f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ110g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ110h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ130 | Question “Besides {{FIRST NAME}/the person you just gave contact information for}, is there another relative or friend, who does not live in this household, but who will always know where you are if you move?” _x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ140a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA |
| CMQ | CMQ140b | Question "Last Name:" | Contact persons to locate the parent | NA |
| CMQ | CMQ140c | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ140d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ140d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ140e | Question "City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ140f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ140g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ140h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ170a | Question “What is the contact information for {CHILD}'s {biological mother/ {or} biological father / {or} adoptive mother / {or} adoptive father}?_x000D_ _x000D_ First Name:"_x000D_ _x000D_ "I already provided this contact information."_x000D_ _x000D_ "Don't know"_x000D_ _x000D_ "Refused" |
Contact persons to locate the parent | NA |
| CMQ | CMQ170b | Question "Last Name:" | Contact persons to locate the parent | NA |
| CMQ | CMQ170c | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ170d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ170d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ170e | Question "City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ170f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ170g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ170h | Question "Please confirm this person’s relationship to {CHILD} by selecting a choice below."_x000D_ ----_x000D_ 1. {Biological mother}_x000D_ 2. {Biological father}_x000D_ 3. {Adoptive mother}_x000D_ 4. {Adoptive father}_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ500 | Question “Are you, or is someone else, planning to move to a new home with {CHILD} before spring 2023?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Plans to move | NA |
| CMQ | CMQ505a1 | Question "Please enter what {CHILD}’s new address will be in spring 2023._x000D_ _x000D_ Address Line 1: " |
Plans to move | NA |
| CMQ | CMQ505a2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Plans to move | NA |
| CMQ | CMQ505b | Question "City:" | Plans to move | NA |
| CMQ | CMQ505c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Plans to move | NA |
| CMQ | CMQ505d | Question "ZIP code:" | Plans to move | NA |
| CMQ | CMQ510 | Question “In the spring of 2023, what school will {CHILD} attend?_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. The same school that {CHILD} attends now_x000D_ 2. A new school_x000D_ 3. {CHILD} will be homeschooled INSTEAD of attending a school_x000D_ |
Location and name of child’s next school | NA |
| CMQ | CMQ520 | Question “Wiill {CHILD} go to a public or private school in the spring of 2023?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
Location and name of child’s next school | NA |
| CMQ | CMQ525 | Watermark "Please enter the full name of the school that {CHILD} will attend in spring 2022." | Location and name of child’s next school | NA |
| CMQ | CMQ525a1 | Question "What is the mailing address of the school?_x000D_ _x000D_ Address Line 1:" |
Location and name of child’s next school | NA |
| CMQ | CMQ525a2 | Question "Address Line 2:" | Location and name of child’s next school | NA |
| CMQ | CMQ525b | Question "City:" | Location and name of child’s next school | NA |
| CMQ | CMQ525c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.” _x000D_ _x000D_ Watermark "Select a state" |
Location and name of child’s next school | NA |
| CMQ | CMQ525d | Question "Zip Code:" | Location and name of child’s next school | NA |
| CMQ | CMQ525e | Question "What is the county for the school?"_x000D_ _x000D_ _x000D_ Start by typing the first letter of the county name. If you find a match in the list, select it from the list. If you don’t find a match, select “Not on list.” _x000D_ _x000D_ County: "_x000D_ _x000D_ "Don't know" |
Location and name of child’s next school | NA |
| CMQ | CMQ525eOS | Watermark “Enter county" | Location and name of child’s next school | NA |
| CMQ | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | NA |
| CMQ | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| INQ | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| INQ | INQ001b | Question “In {{MONTH} {YEAR}}, {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME} {approximately {PREVIOUS ROUND RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_ _x000D_ Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Respondent selection | NA |
| INQ | INQ002 | Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows most about {CHILD}'s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Respondent selection | NA |
| INQ | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact him or her for the survey._x000D_ _x000D_ First Name: " |
Alternate respondent selection | NA |
| INQ | INQ005b | Question "Last Name:" | Alternate respondent selection | NA |
| INQ | INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "[email protected]" |
Alternate respondent selection | NA |
| INQ | INQ005d1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
Alternate respondent selection | NA |
| INQ | INQ005d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | NA |
| INQ | INQ005e | Question "City:" | Alternate respondent selection | NA |
| INQ | INQ005f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | NA |
| INQ | INQ005g | Question "ZIP code:" | Alternate respondent selection | NA |
| INQ | INQ005i | Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_ ----_x000D_ 1. {Person who did the survey last fall/First name of person who did _x000D_ the survey last fall/Last name of person who did the survey last fall/_x000D_ {RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} _x000D_ {, about age {RESPONDENT’S AGE}}{, {RESPONDENT’S SEX}}_x000D_ 2. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 3. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 4. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 5. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 6. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 7. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 8. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 36. Not on list_x000D_ |
Respondent selection | NA |
| INQ | INQ005j | Question "What is your name?_x000D_ _x000D_ We ask for first names so that we can ask questions about each person in the survey._x000D_ _x000D_ First Name:" |
Respondent selection | NA |
| INQ | INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
Respondent selection | NA |
| INQ | INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_ _x000D_ Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_ ----_x000D_ 1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_ 2. No, I do not give permission for {CHILD} to participate._x000D_ |
Consent | NA |
| INQ | INQ010b | Question "Please enter or confirm your name from the previous question._x000D_ _x000D_ First Name: " |
Consent | NA |
| INQ | INQ010c | Question "Last Name:" | Consent | NA |
| INQ | INQ020a | Question “Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child name | NA |
| INQ | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | NA |
| INQ | INQ020c | Question “Middle name:”_x000D_ _x000D_ InstResp: “If there is no middle name, please skip this.” |
Child name | NA |
| INQ | INQ020d | Question “Last Name:” | Child name | NA |
| INQ | INQ050a | Question “Our records also show that {CHILD} is {male/female}. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ050b | Question “What is {CHILD}’s sex?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ060a | Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ060b | Question “What is {CHILD}'s date of birth?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ “Rather not answer” |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_ Watermark “Enter age” |
Child age | P-RQ2, P-RQ5 |
| INQ | INQ100a | Question "Our records show that you live at _x000D_ _x000D_ {ADDRESS LINE 1}{,} {ADDRESS LINE 2}_x000D_ _x000D_ {CITY}, {STATE} {ZIP CODE} _x000D_ _x000D_ Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Confirmation of mailing address | NA |
| INQ | INQ100b | Question "Please enter your mailing address._x000D_ _x000D_ Address Line 1:" |
Confirmation of mailing address | NA |
| INQ | INQ100c | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Confirmation of mailing address | NA |
| INQ | INQ100d | Question "City:" | Confirmation of mailing address | NA |
| INQ | INQ100e | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Confirmation of mailing address | NA |
| INQ | INQ100f | Question "ZIP code:" | Confirmation of mailing address | NA |
| INQ | INQ130a | Question "Please confirm or enter your contact information._x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]”_x000D_ _x000D_ "I don’t have an email address.” |
Confirmation of email address | NA |
| INQ | INQ130b | Question “Mobile Number:”_x000D_ _x000D_ “I don’t have a mobile phone.” |
Mobile number | NA |
| INQ | INQ130c | Question "Landline Number:"_x000D_ _x000D_ “I don’t have a landline phone.” |
Landline number | NA |
| SPQ | SPQ010 | Question “We’d like to ask you about child care {CHILD} received on a regular basis from someone other than you or {his/her} parents or guardians the year before {he/she} started kindergarten. This does not include occasional baby-sitting or back-up care providers. _x000D_ _x000D_ Did {CHILD} receive care from a relative on a regular basis the year before {he/she} started kindergarten? This may include grandparents, brothers and sisters, or any relatives other than you or {CHILD}'s parents or guardians.”_x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ015 | Question “Head Start is a federally sponsored preschool program primarily for children from low-income families. Were any of the regular care arrangements that {CHILD} had with relatives in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (relative) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ020 | Question “{Now we would like to ask you about any care {CHILD} received from nonrelatives in a private home, not including child care centers.} _x000D_ _x000D_ Did {CHILD} receive care from a nonrelative on a regular basis the year before {he/she} started kindergarten? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.}”_x000D_ _x000D_ InstResp “This refers to care received from nonrelatives in a private home, including home child care providers, regular sitters, or neighbors. However, this does not include child care centers. This means anytime in the year before child entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ025 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} Were any of the regular care arrangements that {CHILD} had with nonrelatives in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ040 | Question “Did {CHILD} attend a day care center, nursery school, preschool or prekindergarten program on a regular basis the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ041 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} Were any of {CHILD}’s care arrangements in a day care center, nursery school, preschool, or prekindergarten program in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Head Start attendance (center) | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ060 | Question “Now we have some questions about {CHILD}'s health. How much did {CHILD} weigh when {he/she} was born?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in grams_x000D_ |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ065a | Question “How much did {CHILD} weigh, in pounds and ounces, when {he/she} was born?”_x000D_ _x000D_ Watermark: “Enter pounds” |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ065b | Question "and"_x000D_ _x000D_ Pre-unit "Ounces:"_x000D_ _x000D_ Watermark: “Enter ounces” |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ066 | Question “How much did {CHILD} weigh, in grams, when {he/she} was born?”_x000D_ _x000D_ Pre-unit “Grams”_x000D_ _x000D_ Watermark “Enter grams” |
Birth weight | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ090 | Question “Was {CHILD} born more than two weeks before {he/she} was due?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ099 | Question “How many days or weeks early was {he/she}?”_x000D_ _x000D_ SaVisable “True”_x000D_ ----_x000D_ 1. Answer in weeks_x000D_ 2. Answer in days_x000D_ |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ099a | Question “How many weeks early was {he/she}?”_x000D_ _x000D_ Pre-unit “Weeks”_x000D_ _x000D_ Watermark: “Enter weeks” |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ099b | Question “How many days early was {he/she}?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark: “Enter days” |
Whether child was born at term, preterm, or post-term | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ106 | Question “Was {CHILD} a twin, triplet, or other child born as part of a multiple birth?” _x000D_ _x000D_ InstResp “If higher-order multiple birth, code number of children born together, even if one or more was still born or died shortly after birth.”_x000D_ ----_x000D_ 1. No_x000D_ 2. Yes, a twin_x000D_ 3. Yes, a triplet_x000D_ 4. Yes, a multiple birth with four or more babies_x000D_ |
Whether child was part of a multiple birth | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ150 | Question “When {CHILD} was born, were {his/her} biological mother and biological father married to each other?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | P-RQ1, P-RQ2, P-RQ3 |
| SPQ | SPQ155 | Question “Is any language other than English regularly spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ156 | Question “Is English also spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ158 | Question “What is the primary language spoken in your home?”_x000D_ ----_x000D_ 1. English_x000D_ 2. A language other than English_x000D_ 3. Two or more languages are spoken the same amount_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ158a | Question “You mentioned a language other than English as your primary language spoken at home. What is it?”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ158aOS | Other specify for languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 | |
| SPQ | SPQ158b | Question “You mentioned that more than two or more languages are spoken equally at home. What are these languages?”_x000D_ _x000D_ Select one or more choices below. If more than one language falls in the same category below (for example, if you speak two different African languages), select that category. If there is not a choice for the language(s) spoken in your home, type the language(s) in under “Other language (Please specify).””_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 91. Other languages(s) (Please specify):_x000D_ |
Primary language spoken | P-RQ1, P-RQ2, P-RQ5 |
| SPQ | SPQ158bOS | Other specify for languages spoken in the home | P-RQ1, P-RQ2, P-RQ5 | |
| PIQ | PIQ127 | Question “Now we have some questions about {CHILD}'s school. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her} school contacted your household about any behavior problems {he/she} is having, such as:”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Being overly active_x000D_ 5. Being impulsive or having little or no self-control_x000D_ 6. None of the above_x000D_ 91. Another behavior problem (Please specify):_x000D_ |
School-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ127OS | Other specify for School-initiated contact with parents about behavior problems | ||
| PIQ | PIQ129a | Question “Since the beginning of the school year, has {CHILD} ever had an in-school or out-of-school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129b | Question “Since the beginning of the school year, how many times has {CHILD} been suspended?”_x000D_ _x000D_ InstResp “Please include both in-school and out-of-school suspensions.”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129c | Question “Since the beginning of the school year, has {CHILD} ever been expelled?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129d | Question “Since the beginning of the school year, how many times has {CHILD} been expelled?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times expelled” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ185 | Question "During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?"_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ190 | Question “How well has {CHILD}'s school done with each of the following activities during this school year?_x000D_ _x000D_ The school lets you know between report cards how {CHILD} is doing in school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ400 | Question “{Previously, it was reported that {English/NON-ENGLISH LANGUAGE/a language other than English} is spoken in your home.} Does {CHILD}'s teacher sends home notes or newsletters in your preferred language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether school provides translated materials | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Inconvenient meeting times_x000D_ 2. No child care keeps your family from going to school meetings or event_x000D_ 3. Family members can't get time off from work_x000D_ 4. Problems with safety going to the school_x000D_ 5. The school does not make your family feel welcome_x000D_ 6. Problems with transportation to the school_x000D_ 7. You don't hear about things going on at school that you might want to be involved in_x000D_ 8. Another reason_x000D_ 9. None of these_x000D_ |
Barriers to involvement with the school | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ470 | Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Barriers to involvement with the school | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ490 | Question “How satisfied are you with the school {CHILD} attends this year?”_x000D_ ----_x000D_ 1. Very satisfied_x000D_ 2. Somewhat satisfied_x000D_ 3. Somewhat dissatisfied_x000D_ 4. Very dissatisfied_x000D_ |
Parent satisfaction with the school | P-RQ3 |
| PIQ | PIQ550 | Question “How often do you check that {CHILD} has completed all of {his/her} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ |
How often parent or someone else checked that the child completed homework | P-RQ3 |
| PIQ | PIQ585a | Question “How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| FSQ | FSQ001 | Question “We would like to ask about household members who lived in this household at the time of our last survey. _x000D_ _x000D_ Does {NAME} {who is about {AGE} years old} {and} {male/female} still live in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family structure change and loss (e.g, remarriage, divorce, and death) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ005 | Question “Why is {NAME} no longer living in this household?”_x000D_ ----_x000D_ 1. Separation or divorce_x000D_ 2. Attending college or boarding school_x000D_ 3. Living elsewhere for employment-related reasons_x000D_ 4. Deceased_x000D_ 5. Moved on or moved elsewhere_x000D_ 6. This person never lived in this household_x000D_ 7. Moved back with parents or moved with other parent_x000D_ 8. In jail or prison_x000D_ 9. Relationship ended_x000D_ 91. Some other reason (Please specify):_x000D_ |
Family structure change and loss (eg, remarriage, divorce, and death), information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ005OS | Other specify for information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ006 | Question “Other than {you and {CHILD}/you, {CHILD}, and {NAMES OF HOUSEHOLD MEMBERS}}, is there anyone else currently living in this household? For example, anyone who has moved in or any babies born since the last survey?” _x000D_ _x000D_ InstResp “Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ007 | Question “Please list the first names of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ _x000D_ New household member 1_x000D_ _x000D_ New household member 2_x000D_ _x000D_ New household member 3_x000D_ _x000D_ New household member 4 |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ010a | Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_ _x000D_ {Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_ _x000D_ Please click on the “Next” button below to continue.” |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ010b | Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_ _x000D_ {If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_ {If needed, you can add more household members later.}_x000D_ _x000D_ First name_x000D_ _x000D_ Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_ _x000D_ Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD} |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ040 | Question "Sex"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ050 | Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_ _x000D_ InstResp "If you would like to add household members or change information, please select "No" to go back and make changes. If you have more than eight household members, they will be listed on more than one screen. Please select "Next" on each screen to see all the household members listed."_x000D_ _x000D_ {TABLE OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120 | Question “Who in the household is your spouse or partner?”_x000D_ _x000D_ InstResp: “Select the name of the person who is your spouse/partner. If name not listed, select "not on list.””_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 6. {DISPLAY HH MEMBER NAME 6}_x000D_ 7. {DISPLAY HH MEMBER NAME 7}_x000D_ 8. {DISPLAY HH MEMBER NAME 8}_x000D_ 37. Not on list_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120a | Question "What is the first name of your spouse or partner?_x000D_ _x000D_ First name:" |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120b | Question "How old is {NAME}?"_x000D_ _x000D_ Pre-unit "Age:"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120c | Question "Is {NAME} male or female?"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ130 | Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_ ----_x000D_ 1. Mother/female guardian_x000D_ 2. Father/male guardian_x000D_ 3. Sister_x000D_ 4. Brother_x000D_ 5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 7. Grandmother_x000D_ 8. Grandfather_x000D_ 9. Aunt_x000D_ 10. Uncle_x000D_ 11. Cousin_x000D_ 12. Other relative_x000D_ 13. Other nonrelative_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ140 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth mother_x000D_ 2. Adoptive mother_x000D_ 3. Step mother_x000D_ 4. Foster mother or legal female guardian_x000D_ 5. Other female parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ150 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth father_x000D_ 2. Adoptive father_x000D_ 3. Step father_x000D_ 4. Foster father or legal male guardian_x000D_ 5. Other male parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ160 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full sister_x000D_ 2. Half sister_x000D_ 3. Step sister_x000D_ 4. Adoptive sister_x000D_ 5. Foster sister_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ170 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full brother_x000D_ 2. Half brother_x000D_ 3. Step brother_x000D_ 4. Adoptive brother_x000D_ 5. Foster brother_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180 | Question "{Are you/Is {NAME}} a …"_x000D_ ----_x000D_ 1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 3. Female guardian_x000D_ 4. Male guardian_x000D_ 5. Daughter/son of {CHILD}'s parent's partner_x000D_ 6. Other relative of {CHILD}'s parent's partner_x000D_ 7. Other nonrelative (Please specify):_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180OS | Other specify for current household roster | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ190 | Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ195 | Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Race of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ196a | Question “Though we may have asked you about {CHILD}'s ethnicity and race before, we have a few more questions. Is {CHILD} Hispanic or {Latino/Latina}?”_x000D_ _x000D_ InstResp “While we asked about this before, we have some additional questions about {CHILD}'s ethnicity.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ196b | Question “Which of the following Spanish, Hispanic, or Latino groups best describes {CHILD}'s origin?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Mexican, Mexican American or Chicano_x000D_ 2. Puerto Rican_x000D_ 3. Cuban_x000D_ 4. Other Spanish/Hispanic/Latino group_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ197a | Question “{Though we may have asked you about {CHILD}'s race before, we have a few more questions.} Is {CHILD} a member of an Asian group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ197b | Question “Which of the following Asian groups best describes {CHILD}'s origin? _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Asian Indian_x000D_ 2. Chinese_x000D_ 3. Filipino_x000D_ 4. Japanese_x000D_ 5. Korean_x000D_ 6. Vietnamese_x000D_ 7. Hmong_x000D_ 8. Other Asian_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ198a | Question “Is {CHILD} a member of a Pacific Islander group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ198b | Question0 "Which of the following Pacific Islander groups best describes {CHILD}'s origin?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Native Hawaiian_x000D_ 2. Guamanian or Chamorro_x000D_ 3. Samoan_x000D_ 4. Other Pacific Islander_x000D_ |
Child’s race/ethnicity | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200 | Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 7. I don't know (Please explain):_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200OS | Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ206 | Question “To save time, if we contact your household in the future, we will include these first names, ages, and sexes of your household members in that survey. This allows for review and updating of the information you provided here, rather than having to enter everything a second time. _x000D_ _x000D_ Please press the Next button to continue."_x000D_ _x000D_ “I do NOT provide my permission to fill these names, ages, and sexes information into future surveys on {CHILD}.” |
Consent to prefill household roster data | NA |
| HEQ | HEQ071a | Question “Now we would like to ask about {CHILD’S} home environment. How often does {CHILD}:_x000D_ _x000D_ Count objects?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071b | Question “Add or subtract things?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071c | Question “Write numbers?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071d | Question “Match or identify shapes?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071e | Question “{Continued} How often does {CHILD}:_x000D_ _x000D_ Play cards or board games?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071f | Question “Play with jigsaw puzzles?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071g | Question “Play with blocks or construction toys?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071h | Question “Identify or create patterns?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071i | Question “{Continued} How often does {CHILD}:_x000D_ _x000D_ Put objects in order (for example, small to large)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071j | Question “Measure things (for example, using a ruler, in cooking, etc.)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071k | Question “Keep score in games?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ071l | Question “Answer/ask questions about “How many things are there?” (for example, “How many plates are on the table?”)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ072 | Question “How often do you play number games or talk about numbers with {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month_x000D_ 3. Less than once a week_x000D_ 4. Once a week_x000D_ 5. 2 to 3 times a week_x000D_ 6. Every day_x000D_ 7. More than once a day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ073 | Question “How much does {CHILD} enjoy number or math activities like counting objects, making patterns, measuring things, etc.?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little_x000D_ 3. A fair amount_x000D_ 4. Much_x000D_ 5. Very much_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ075a | Question “How much do you agree or disagree with the following statements about what it is usually like living in your home? _x000D_ _x000D_ We almost always seem to be rushed.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075b | Question “We are usually able to stay on top of things.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075c | Question “No matter how hard we try, we always seem to be running late.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075d | Question “No matter what our family plans, it usually doesn’t seem to work out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075e | Question “{Continued} How much do you agree or disagree with the following statements about what it is usually like living in your home? _x000D_ _x000D_ You can’t hear yourself think.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075f | Question “It is a good place to relax.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075g | Question “The atmosphere is calm.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ075h | Question “In the morning, we have a regular routine.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | P-RQ2, P-RQ3 |
| HEQ | HEQ210 | Question “In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading by the child | P-RQ2 |
| HEQ | HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself} at each of these times?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ _x000D_ Pre-unit “Minutes:”_x000D_ _x000D_ Watermark “Enter minutes” |
Reading by the child | P-RQ2 |
| HEQ | HEQ272a | Question “Do you have the following in your home that {CHILD} may use?_x000D_ _x000D_ Smartphone”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272b | Question “Cell phone (for example, not a smartphone or other phone that can also access the internet)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272c | Question “Tablet (for example, iPad or other tablet)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272d | Question “Laptop or desktop computer”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272e | Question “{Continued} Do you have the following in your home that {CHILD} may use?_x000D_ _x000D_ Reading device (for example, Kindle or Fire)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272f | Question “iPod”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272g | Question “Electronic assistant or smart speaker (for example, Alexa, Google Assistant, or Siri)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ272h | Question “Game system (for example, Playstation, Wii, or Xbox, or handheld devices such as a Nintendo DS or Sony PSP)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ273a | Question “On any given weekday, how much time does {CHILD} spend watching shows, movies, and videos?”_x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not watch shows, movies, or videos, enter '0' in both the “Hours” and "Minutes" section." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games and watches shows | P-RQ2 |
| HEQ | HEQ273b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games and watches shows | P-RQ2 |
| HEQ | HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?” _x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games and watches shows | P-RQ2 |
| HEQ | HEQ274b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games and watches shows | P-RQ2 |
| HEQ | HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ275 | Question “How often does {CHILD} have a TV, smartphone, tablet, or laptop in {his/her} room overnight?”_x000D_ ----_x000D_ 1. Every night_x000D_ 2. Most nights_x000D_ 3. Some nights_x000D_ 4. Hardly ever_x000D_ 5. Never_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ276a | Question “How often do you or another adult in the household join {CHILD} when {he/she} is doing the following? _x000D_ _x000D_ Watch shows, movies, and videos with {him/her}”_x000D_ ----_x000D_ 1. Most of the time_x000D_ 2. Some of the time_x000D_ 3. Hardly ever_x000D_ 4. Never_x000D_ 5. {CHILD} does not do this_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ276b | Question “Play video, computer, or mobile games with {him/her}”_x000D_ ----_x000D_ 1. Most of the time_x000D_ 2. Some of the time_x000D_ 3. Hardly ever_x000D_ 4. Never_x000D_ 5. {CHILD} does not do this_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ277 | Question “Do you have Internet (cable, Wifi, wireless, or DSL) in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ278 | Question “Does {CHILD} use any digital device(s) to get on the Internet in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ278b | Question “Do you monitor what {CHILD} looks at online, or what websites and accounts {CHILD} can join online?” _x000D_ _x000D_ InstResp “Include everything the child may look at online, such as websites, email, videos, movies, television shows, online games, chat rooms, and picture or social media sites such as Instagram, TikTok, Snapchat, YouTube, Twitter, and Facebook.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ279 | Question “Do you ever use any type of software, app, or device to monitor or limit {CHILD}'s access to the Internet?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ285 | Question “Are there family rules about how many hours {CHILD} may spend on screen time?”_x000D_ _x000D_ InstResp “Screen time refers to the amount of time the child is using a TV, computer, or any other digital device in which the child is looking at a screen during use.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ285a | Question “In what ways do you limit {CHILD}'s screen time?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. With a device or app_x000D_ 2. Ask my child to end screen time_x000D_ 3. Redirect my child to other activity_x000D_ 4. Take away the device from my child_x000D_ 91. Other (Please specify):_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ285aOS | Other specify for media engagement and usage | P-RQ2 | |
| HEQ | HEQ285b | Question “Are there family rules for {CHILD} about any of the following…_x000D_ _x000D_ What shows, movies, and videos {CHILD} can watch during screen time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ285c | Question “How early or late {CHILD} may watch shows, movies, and videos during screen time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | P-RQ2 |
| HEQ | HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Children’s organized activities (sports, music, art, etc.) | P-RQ2 |
| HEQ | HEQ289 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with {CHILD}?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Visited a library or bookstore (Do not count visiting a library or bookstore online. We are asking about in- person visits to a library or bookstore.)_x000D_ 2. Gone to a play, concert, or other live show_x000D_ 3. Visited an art gallery, museum, or historical site_x000D_ 4. Visited a zoo, aquarium, or petting farm_x000D_ 5. Attended an athletic or sporting event in which {CHILD} was not a player_x000D_ 6. Gone to a park, beach, or nature preserve_x000D_ 7. None of these_x000D_ |
Outings and activities with child | P-RQ2 |
| HEQ | HEQ391 | Question “Outside of school hours, has {CHILD} ever participated in:_x000D_ _x000D_ Religious activities or instruction at a church, mosque, synagogue, or other place of worship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child activities outside of school hours | P-RQ2 |
| HEQ | HEQ392 | Question “Volunteer work or community service?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child activities outside of school hours | P-RQ2 |
| HEQ | HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Outside play | P-RQ2 |
| HEQ | HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
Neighborhood safety | P-RQ2 |
| HEQ | HEQ420 | Question “How much of a problem are the following in the block or area around your home? _x000D_ _x000D_ Selling or using drugs or excessive drinking in public”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | P-RQ2 |
| HEQ | HEQ430 | Question “Burglary or robbery”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | P-RQ2 |
| HEQ | HEQ440 | Question “Violent crimes like drive-by shootings”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | P-RQ2 |
| HEQ | HEQ450 | Question “Vacant houses and buildings”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | P-RQ2 |
| HEQ | HEQ455 | Question “Do you have the following places or activities in your neighborhood or in the area nearby your home? Please select whether you have these things, regardless of whether you use them or not.” _x000D_ _x000D_ InstrResp “Select all that apply”_x000D_ ----_x000D_ 1. A recreation center_x000D_ 2. Organized activities such as Little League or soccer_x000D_ 3. A community or neighborhood association_x000D_ 4. A community pool_x000D_ 5. A community park or playground area_x000D_ 6. A library or bookmobile_x000D_ 7. A program that has after-school activities for children (for example, a Boys’ or Girls’ Club of America)_x000D_ 8. A grocery store_x000D_ 9. A hospital_x000D_ 10. None of the above_x000D_ |
Neighborhood resources | P-RQ2 |
| HEQ | HEQ460 | Question “During the last five days {CHILD} was in school, how many breakfasts did {he/she} eat that were NOT school breakfasts?” _x000D_ _x000D_ InstResp “By breakfast we mean breakfasts eaten at home, at childcare, or at school, but not part of a school breakfast program. Please count only one breakfast per day.”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ470 | Question “Where did {CHILD} eat these breakfasts?_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. At home_x000D_ 2. At a relative’s or friend’s home_x000D_ 3. At a child care location_x000D_ 4. At school, but not part of school breakfast_x000D_ 5. At a restaurant, including food taken out from fast food restaurants_x000D_ 91. Somewhere else (Please specify):_x000D_ |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ470OS | Other specify for frequency with which the family eats meals together | P-RQ2 | |
| HEQ | HEQ520 | Question “In a typical week, on how many days does your family eat a meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ521 | Question “In a typical week, on how many days does your family eat the evening meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ580 | Question “How often does someone in your family talk with {CHILD} about…_x000D_ _x000D_ {His/Her} ethnic or racial heritage?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
Talking to child about ethnic or racial heritage | P-RQ2 |
| HEQ | HEQ590 | Question “Your family's religious beliefs or traditions?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
Talking to child about family religious beliefs or traditions | P-RQ2 |
| HEQ | HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| HEQ | HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| HEQ | HEQ600b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| SSQ | SSQ010a | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010b | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010c | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010d | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010f | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010h | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010i | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010j | Question "Keeps working at something until {he/she} is finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010k | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010l | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010m | Question "{Continued} Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010n | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010p | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Can wait before entering into new activities if asked to."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025d | Question "Is good at following instructions."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025f | Question "Can easily stop an activity when told "no.""_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ027a | Question “Now please rate how much each of these statements is like {CHILD}. _x000D_ _x000D_ Plays with single toy for long periods of time.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | P-RQ2, P-RQ5 |
| SSQ | SSQ027b | Question “Persists at a task until successful.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | P-RQ2, P-RQ5 |
| SSQ | SSQ027c | Question “Goes from toy to toy quickly.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | P-RQ2, P-RQ5 |
| SSQ | SSQ027d | Question “Gives up easily when difficulties are encountered.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | P-RQ2, P-RQ5 |
| SSQ | SSQ027e | Question “With a difficult toy, gives up quite easily."_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | P-RQ2, P-RQ5 |
| SSQ | SSQ030a | Question “How much do you agree or disagree with the following statements about {CHILD}._x000D_ _x000D_ {CHILD} becomes sad when other children are sad.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030b | Question “{CHILD} gets upset seeing another child being punished for being naughty.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030c | Question “{CHILD} seems to react to the moods of people around {him/her}.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030d | Question “{CHILD} gets upset when another person is acting upset.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030e | Question “{CHILD} cries or gets upset when seeing another child cry.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| CFQ | CFQ300 | Question “How much time {do you/does {NAME}} or another adult male in your home spend playing with {CHILD} on a typical school day?”_x000D_ ----_x000D_ 0. No time_x000D_ 1. Less than 5 minutes_x000D_ 2. 5 - 9 minutes_x000D_ 3. 10 - 15 minutes_x000D_ 4. 16 - 30 minutes_x000D_ 5. 31 - 45 minutes_x000D_ 6. 46 minutes to one hour_x000D_ 7. More than one hour, but less than 2 hours_x000D_ 8. Two hours or more, but less than three hours_x000D_ 9. Three hours or more_x000D_ |
Other parent-like figures, parents, and grandparents to support child/parent | P-RQ2, P-RQ5 |
| CFQ | CFQ350 | Question “Since {CHILD} was born, how often has it been very hard to get by on your family's income, for example, to cover the basics like food or housing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Somewhat often_x000D_ 4. Very often_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360a | Question “The next questions are about events that may have happened during {CHILD}'s life. These things can happen in any family, but some people may feel uncomfortable with these questions. Remember, you may skip any questions that you do not want to answer._x000D_ _x000D_ To the best of your knowledge, has {CHILD} EVER experienced any of the following?_x000D_ _x000D_ A parent or guardian divorced or separated”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360b | Question “A parent or guardian died”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360c | Question “{CHILD} witnessed violence in {his/her} neighborhood”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360d | Question “{CHILD} was a victim of violence or abuse”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360e | Question “{Continued} To the best of your knowledge, has {CHILD} EVER experienced any of the following?_x000D_ _x000D_ {CHILD} was treated or judged unfairly because of {his/her} race or ethnic group”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360f | Question “{CHILD} was treated or judged unfairly due to {his/her} physical appearance or a disability”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| CFQ | CFQ360g | Question “{CHILD} experienced some other serious event”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | P-RQ2, P-RQ5 |
| DWQ | DWQ010 | Question “For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ {CHILD} and I often have warm, close times together.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | P-RQ2, P-RQ5 |
| DWQ | DWQ015 | Question “Most of the time I feel that {CHILD} likes me and wants to be near me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | P-RQ2, P-RQ5 |
| DWQ | DWQ025 | Question “Even when I'm in a bad mood, I show {CHILD} a lot of love.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | P-RQ2, P-RQ5 |
| DWQ | DWQ035 | Question “I express affection by hugging, kissing, and holding {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | P-RQ2, P-RQ5 |
| DWQ | DWQ040 | Question “{Continued} For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ Being a parent is harder than I thought it would be.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ045 | Question “{CHILD} does things that really bother me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ050 | Question “I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ060 | Question “I often feel angry with {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ100 | Question “Do you ever spank {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Disciplinary practices | P-RQ2, P-RQ5 |
| DWQ | DWQ101 | Question “Sometimes kids do as they are told and sometimes they don't. About how many times, if any, have you spanked {CHILD} in the past week?”_x000D_ _x000D_ Watermark “Enter number” |
Disciplinary practices | P-RQ2, P-RQ5 |
| DWQ | DWQ110 | Question “Most children get angry with their parents from time to time. If {CHILD} got so angry that {he/she} hit you, what would you do? Would you…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. {Spank {him/her}}_x000D_ 2. Have {him/her} take a time out_x000D_ 3. Hit {him/her} back_x000D_ 4. Talk to {him/her} about what {he/she} did wrong_x000D_ 5. Ignore it_x000D_ 6. Make {him/her} do some work around the house_x000D_ 7. Make fun of {him/her}_x000D_ 8. Make {him/her} apologize_x000D_ 9. Take away a privilege_x000D_ 10. Give a warning_x000D_ 11. Yell at {CHILD} or threaten {him/her}_x000D_ 91. Something else? (Please specify):_x000D_ |
Disciplinary practices | P-RQ2, P-RQ5 |
| DWQ | DWQ110OS | Other specify for disciplinary practices | P-RQ2, P-RQ5 | |
| CHQ | CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 |
| CHQ | CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ InstResp “Routine health care may include check-ups or immunization appointments.”_x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 |
| CHQ | CHQ021 | Question “Has {CHILD} had an ear infection since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ022 | Question “Has {CHILD} had an ear ache since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ023 | Question “Since entering kindergarten, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Number of times” |
Ear infection history | P-RQ2 |
| CHQ | CHQ024 | Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since {she/he} entered kindergarten?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. No treatment/watch and wait_x000D_ 2. Decongestants, antihistamines, or allergy medication_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ024OS | Other specify for treatments used for ear infections | P-RQ2 | |
| CHQ | CHQ025 | Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her} ears?” _x000D_ _x000D_ InstResp “Please consider all surgeries since the start of kindergarten if {CHILD} had more than one to place ear tubes.”_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill?”_x000D_ _x000D_ InstResp “This includes {Medicaid/ {or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Health insurance coverage | P-RQ2 |
| CHQ | CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
Exercise/physical activities | P-RQ2 |
| CHQ | CHQ086 | Question “How tall is {CHILD} without shoes?” _x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in feet and inches_x000D_ 2. Answer in meters and centimeters_x000D_ |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086a | Question “Please answer for how tall {CHILD} is in feet and inches without shoes. _x000D_ _x000D_ Unit "and"_x000D_ _x000D_ Watermark: “Enter feet” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086b | Watermark: “Enter inches” | Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086c | Question “Please answer for how tall {CHILD} is in meters and centimeters without shoes.”_x000D_ _x000D_ Unit “and”_x000D_ _x000D_ Watermark “Enter meters” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086d | Watermark: “Enter centimeters” | Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087 | Question “How much does {CHILD} weigh without shoes?”_x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in kilograms_x000D_ |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087a | Question “Please answer for how much {CHILD} weighs in pounds without shoes.”_x000D_ _x000D_ Watermark: “Enter pounds” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087b | Question “Please answer for how much {CHILD} weighs in kilograms without shoes._x000D_ _x000D_ Watermark: “Enter kilograms” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ095 | Question “For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. _x000D_ _x000D_ {CHILD} is independent and takes care of {himself/herself} ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Child’s independence and ability to take care of him/herself | P-RQ2 |
| CHQ | CHQ100 | Question “{CHILD} pays attention .…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2 |
| CHQ | CHQ105 | Question “{CHILD} learns, thinks, and solves problems …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Learning problems | P-RQ2 |
| CHQ | CHQ106 | Question “{CHILD} shows good coordination in moving {his/her} arms and legs...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Coordination problems | P-RQ2 |
| CHQ | CHQ107 | Question “{CHILD} behaves and relates to other children…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 |
| CHQ | CHQ108 | Question “{CHILD} behaves and relates to adults ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 |
| CHQ | CHQ109 | Question “Thinking about {CHILD}'s overall activity level, would you say {he/she} is …”_x000D_ ----_x000D_ 1. Less active than other children of {his/her} age?_x000D_ 2. About as active?_x000D_ 3. Slightly more active?_x000D_ 4. A lot more active than other children of {his/her} age?_x000D_ |
Activity level | P-RQ2, P-RQ5 |
| CHQ | CHQ110 | Question “Does {CHILD} have any emotional or psychological difficulties?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 |
| CHQ | CHQ111 | Question “Do you think {CHILD}’s emotional or psychological difficulties are a mild problem, a moderate problem, or a severe problem?”_x000D_ ----_x000D_ 1. Mild problem_x000D_ 2. Moderate problem_x000D_ 3. Severe problem_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 |
| CHQ | CHQ115 | Question “Has {CHILD} ever been evaluated by a professional because of an issue with {independence and taking care of {himself/herself}{,} {or}/paying attention{,} {or}/learning, thinking, and solving problems{,} {or}/ coordination in moving {his/her} arms and legs{,} {or}/behaving and relating to other children{,} {or}/ behaving and relating to adults{,} {or}/{his/her} overall activity level{,} {or}/{his/her} emotional or psychological difficulties}?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ120 | Question “Did you obtain a diagnosis or diagnoses of a problem from a professional?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125 | Question “What was the diagnosis or were the diagnoses?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ125a | Question “What type of learning disability does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125aOS | Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ126 | Question “What type of autistic spectrum disorder does {CHILD} have?”_x000D_ ----_x000D_ 1. Asperger's syndrome_x000D_ 2. Autism_x000D_ 3. Pervasive developmental disorder (PDD)_x000D_ 4. Rett syndrome_x000D_ 5. Childhood disintegrative disorder (CDD)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ126OS | Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ127 | Question “What type of emotional disturbance does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ127OS | Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ130 | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ131a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ131b | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ autism/Asperger’s syndrome/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ135a | Question “What was the month and year when the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ140 | Question “Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/Attention deficit disorder (ADD) / Attention-deficit hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/intellectual or cognitive disability/orthopedic impairment/emotional disturbance/traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ155 | Question “Is {CHILD} medicated for ADD or ADHD to help with behavior at school, at home, or both?”_x000D_ ----_x000D_ 1. At school_x000D_ 2. At home_x000D_ 3. Both at school and at home_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ173 | Question “How long has {CHILD} taken such prescription medicine for {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder /intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} in total?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. Less than a year_x000D_ 3. 1 to 2 years_x000D_ 4. 3 to 4 years_x000D_ 5. 5 years or more_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others:”_x000D_ _x000D_ InstResp “If {CHILD} differs on any of these, answer for the area in which the child has the most difficulty.”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ205 | Question “When {CHILD} was younger, did {he/she} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206a | Question “Did or does {CHILD} have any of the following? _x000D_ _x000D_ Problem with talking too loudly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206b | Question “Problem with talking too softly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206c | Question “A problem chewing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206d | Question “A problem swallowing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206e | Question “{Continued} Did or does {CHILD} have any of the following? _x000D_ _x000D_ A problem with stuttering”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206f | Question “A cleft lip and/or palate”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206g | Question “Abnormalities of the face or head”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206h | Question “Malformation of the ear”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ210 | Question “Has {CHILD} ever been evaluated by a professional because of {his/her} ability to communicate?” _x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ216 | Question “Which best describes {CHILD}’s hearing?”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ217 | Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ218 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ219 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ220 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ221 | Question “Is {CHILD}’s hearing worse in one ear?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ222 | Question “Which best describes {CHILD}'s hearing in {his/her} worse ear?” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ235 | Question “Has {CHILD}'s hearing ever been evaluated by a professional?”_x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional._x000D_ _x000D_ For the hearing and vision questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ246 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Ear wax_x000D_ 2. Ear canal deformity_x000D_ 3. Ear infection_x000D_ 4. Fluid in the ear_x000D_ 5. Eardrum problem_x000D_ 6. Illness_x000D_ 7. Cytomegalovirus (CMV)_x000D_ 8. Ototoxic exposure to drugs or medicines_x000D_ 9. Noise exposure_x000D_ 10. Genetic cause_x000D_ 11. Injury or trauma to head and neck_x000D_ 12. Ear or facial surgery_x000D_ 13. Nerve deafness_x000D_ 14. Central auditory processing disorder_x000D_ 15. Deafness_x000D_ 16. Hearing loss, cause unknown_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ246OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ SaVisble “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ250b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ Pre-unit: “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ250c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ256 | Question “Has {CHILD} ever worn a hearing aid?”_x000D_ ----_x000D_ 1. Yes, currently_x000D_ 2. Yes, in the past_x000D_ 3. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ InstResp “This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ258 | Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ259 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid{s}. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ260 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ261 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ262 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ263 | Question “Has a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ270 | Question “Does {CHILD} have a cochlear implant?”_x000D_ ----_x000D_ 1. Yes, one ear only – right ear_x000D_ 2. Yes, one ear only – left ear_x000D_ 3. Yes, in both ears_x000D_ 4. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ271 | Question “In what year was it implanted?”_x000D_ _x000D_ Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272a | Question “How old was {CHILD} when it was implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272b | Question “How old was {CHILD}, in months, when it was implanted?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272c | Question “How old was {CHILD}, in years, when it was implanted?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ273 | Question “In what years were they implanted?”_x000D_ _x000D_ Unit “and” _x000D_ _x000D_ Watermark “Enter year for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ274 | Watermark “Enter year for right ear” | Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275a | Question “How old was {CHILD} when they were implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275b | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275c | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ276b | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for right ear”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ276c | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for right ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ277 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s). _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ278 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ279 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ280 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ301 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsighted (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ301OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ305b | Quesiton “How old was {CHILD}, in months, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ305c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ310a | Question “What was the month and year the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ313 | Question “Does {CHILD} have glasses or contact lenses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | P-RQ2, P-RQ5 |
| CHQ | CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345a | Question “For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Speech or language therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345b | Question “Occupational therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345c | Question “Physical therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345d | Question “Vision services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345e | Question “Hearing services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345f | Question “{Continued} For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Social work services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345g | Question “Psychological services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345h | Question “Home visits”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345i | Question “Parent support or training”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345j | Question “Special class with other children some or all of whom also had special needs”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345k | Question “{Continued} For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Private tutoring or schooling for learning problems”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345l | Question “Instruction in Braille”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345m | Question “Instruction in sign language, Cued Speech, ASL, total communication (TOCO)”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345n | Question “Any other service (Please specify:)”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ345nOS | Other specify for services for disabilities | P-RQ1, P-RQ2, P-RQ5 | |
| CHQ | CHQ375a | Question “How old was {CHILD} when {this service/the earliest of these services} began?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ375b | Question “How old was {CHILD}, in months, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ375c | Question “How old was {CHILD}, in years, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ380a | Question “What was the month and year when {{CHILD} first received {{NAME OF SINGLE SERVICE}/{this service}/{the first of these services began}}? _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ380b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ385 | Question “Is {CHILD} still receiving {this service/any of these services}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ390a | Question “What was the month and year when {{CHILD} last received {NAME OF SINGLE SERVICE}/the last of these services was received}?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat satisfied_x000D_ 5. Very dissatisfied_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-rQ5 |
| VIQ | VIQ010 | Question “Now, we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ020 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ021 | Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIC022 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIC030 | Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIC040 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIC050 | Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIC060 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| PPQ | PPQ100 | Question “Next are some statements that may relate to how you have felt about yourself and your life during the past week. For each statement, please indicate how often in the past week you felt or behaved this way. _x000D_ _x000D_ How often during the past week have you..._x000D_ _x000D_ Felt that you were bothered by things that don't usually bother you?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ110 | Quesiton “Felt that you did not feel like eating, that your appetite was poor?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ120 | Question “Felt that you could not shake off the blues even with help from your family or friends?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ130 | Question “Felt that you had trouble keeping your mind on what you were doing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ140 | Question “{Continued} How often during the past week have you..._x000D_ _x000D_ Felt depressed?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ150 | Question “Felt that everything you did was an effort?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ160 | Question “Felt fearful?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ170 | Question “Felt that your sleep was restless?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ180 | Question “{Continued} How often during the past week have you..._x000D_ _x000D_ Felt that you talked less than usual?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ190 | Question “Felt lonely?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ200 | Question “Felt sad?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ210 | Question “Felt that you could not get going?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | P-RQ5 |
| PPQ | PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
Respondent’s general health status | P-RQ5 |
| PPQ | PPQ225 | Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_ ----_x000D_ 1. A lot of stress_x000D_ 2. A moderate amount of stress_x000D_ 3. Relatively little stress_x000D_ 4. Almost no stress at all_x000D_ |
Overall life stress | P-RQ5 |
| PPQ | PPQ226 | Question “During the past 12 months, to what extent would you agree that the coronavirus pandemic increased your amount of stress?”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Overall life stress due to coronavirus | P-RQ5 |
| PPQ | PPQ230 | Question “Does any impairment or health problem now keep you from working at a job or business?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family health limitations | P-RQ5 |
| PPQ | PPQ240 | Question “Are you limited in the kind or amount of work you can do because of any impairment or health problem?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family health limitations | P-RQ5 |
| PPQ | PPQ400a | Question “In your day-to-day life over the past year, how often did any of the following things happen to you?_x000D_ _x000D_ You were treated with less courtesy than other people.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| PPQ | PPQ400b | Question “You were treated with less respect than other people.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| PPQ | PPQ400c | Question “You received poorer service than other people at restaurants or stores.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| PPQ | PPQ400d | Question “People acted as if they thought you were not smart.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| PPQ | PPQ400e | Question “You were called names or insulted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| PPQ | PPQ400f | Question “You were threatened or harassed.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | P-RQ5 |
| FDQ | FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2021._x000D_ _x000D_ {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months, that is, since last {CURRENT MONTH}, 2021, for {{CHILD}/children living in the household who are under 18 years old}._x000D_ _x000D_ {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2021, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ300 | Question “During the last 6 months, did you or anyone in your household get free groceries or a free meal because of money problems related to the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ305 | Question “Where did you get free groceries or free meals?”_x000D_ _x000D_ InstResp: Select all that apply._x000D_ ----_x000D_ 1. Free meals through the school or other programs aimed at children _x000D_ 2. Food pantry or food bank_x000D_ 3. Home-delivered meal service like Meals on Wheels_x000D_ 4. Church, synagogue, temple, mosque or other religious organization_x000D_ 5. Shelter or soup kitchen_x000D_ 6. Other community program_x000D_ 7. Family, friends, or neighbors_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 |
| HRQ | HRQ010 | Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased._x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Biological mother_x000D_ 2. Biological father_x000D_ 3. Adoptive mother_x000D_ 4. Adoptive father_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ030 | We would like to ask a few questions about {CHILD}'s {biological/adoptive} {mother/father}. Is {CHILD}'s {biological/adoptive} {mother/father} currently living? _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {mother/ father} is unknown_x000D_ |
Biological and adoptive parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ010 | Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_ _x000D_ Please press Next to continue.” |
Introduction to nonresident parent section | NA |
| NRQ | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {father/mother} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_ 7. {{CHILD} does not have an adoptive {mother/father}}_x000D_ 8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_ |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ123 | Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_ _x000D_ Pre-unit "Times:"_x000D_ _x000D_ Watermark "Number of times" _x000D_ _x000D_ SaVisible "True" |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household | P-RQ1, P-RQ2, P-RQ3 |
| PEQ | PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_ _x000D_ What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {mother/father}} {have/has} completed?"_x000D_ ----_x000D_ 0. Never went to school_x000D_ 1. 1st grade_x000D_ 2. 2nd grade_x000D_ 3. 3rd grade_x000D_ 4. 4th grade_x000D_ 5. 5th grade_x000D_ 6. 6th grade_x000D_ 7. 7th grade_x000D_ 8. 8th grade_x000D_ 9. 9th grade_x000D_ 10. 10th grade_x000D_ 11. 11th grade_x000D_ 12. 12th grade but no diploma_x000D_ 13. High school equivalent/GED_x000D_ 14. High school diploma_x000D_ 15. Vocational or technical program after high school but no vocational/technical diploma_x000D_ 16. Vocational or technical program after high school, diploma_x000D_ 17. Some college but no degree_x000D_ 18. Associate's degree_x000D_ 19. Bachelor's degree_x000D_ 20. Graduate or professional school but no degree_x000D_ 21. Master's degree (MA, MS)_x000D_ 22. Doctorate degree (Ph.D, Ed.D)_x000D_ 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)_x000D_ |
Diplomas or degrees parent has obtained | P-RQ1, P-RQ2 |
| PEQ | PEQ050 | Question “{Now we have some questions about {CHILD}’s parents’ education.}{Are you/Is {NAME}/Is {CHILD}’s {biological/adoptive} {mother/father}}currently attending or enrolled in any courses from a school, college, or university?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 |
| PEQ | PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 |
| EMQ | EMQ020 | Question “{Now we would like to ask about employment.} During the past week, did {you/{NAME}} work for pay?” _x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, select yes.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ030 | Question “{Were you/Was {NAME}} on leave or vacation from a job?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ032 | Question “{Were you/Was {NAME}} furloughed or on leave from a job because of the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether parent was furloughed or on leave from a job because of the coronavirus pandemic | P-RQ1, P-RQ2 |
| EMQ | EMQ040 | Question “How many jobs {do you/does {NAME}} have now?”_x000D_ _x000D_ Pre-unit “Jobs:”_x000D_ _x000D_ Watermark “Number of jobs” |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ050 | Question “About how many total hours per week {do you/does {NAME}} usually work for pay{, counting {both jobs/all {#} jobs}?” _x000D_ _x000D_ InstResp “If hours vary, provide average hours per week.”_x000D_ _x000D_ Pre-unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Parents’ work schedule | P-RQ1, P-RQ2 |
| EMQ | EMQ055 | Question “{Do you/Does {NAME}} work a regular day shift, that is, one with most of the hours between 6 a.m. and 6 p.m.?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ work schedule | P-RQ1, P-RQ2 |
| EMQ | EMQ056 | Question “{Do you/Does {NAME}} work…”_x000D_ ----_x000D_ 1. A regular evening shift - any time between 2 p.m and midnight,_x000D_ 2. A regular night shift - any time between 9 p.m. and 8 a.m._x000D_ 3. A variable shift—one that changes from days to evenings or nights, where {you/he/she} choose{s} {your/his/her} own hours,_x000D_ 4. A variable shift, with hours set by {your/his/her} employer, or_x000D_ 5. When work is available?_x000D_ |
Parents’ work schedule | P-RQ1, P-RQ2 |
| EMQ | EMQ059 | Question “Did {you/{NAME}} lose a job because {your/his/her} place of business was temporarily closed or went out of business during the coronavirus pandemic?”_x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, please answer about whether a business was lost rather than a job.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether parent lost a job because his or her place of business was temporarily closed or went out of business during the coronavirus pandemic | P-RQ1, P-RQ2 |
| EMQ | EMQ060 | Question “{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?”_x000D_ _x000D_ Inst Resp “By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending/submitting a resume or filling out applications; contacting a school or university employment center; or checking a union or professional register.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Looking for work | P-RQ1, P-RQ2 |
| EMQ | EMQ070 | Question “What {have you/has {NAME}} been doing in the past 4 weeks to find work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Checked with public employment agency_x000D_ 2. Checked with private employment agency_x000D_ 3. Checked with employer directly/sent resume_x000D_ 4. Checked with friends or relatives_x000D_ 5. Placed or answered ads/sent resume/applications_x000D_ 6. Contacted school/university employment center_x000D_ 7. Checked a union register or professional register_x000D_ 8. Attended job training_x000D_ 9. Read want-ads/Internet search_x000D_ 91. Something else (Please specify):_x000D_ |
Looking for work | P-RQ1, P-RQ2 |
| EMQ | EMQ070OS | Other specify for looking for work | P-RQ1, P-RQ2 | |
| EMQ | EMQ080 | Question “What {were you/was {NAME}} doing most of last week?” _x000D_ _x000D_ InstResp “If you did more than one of the following last week, please select the one you did the most.”_x000D_ ----_x000D_ 1. Keeping house or caring for children or other family members_x000D_ 2. Going to school_x000D_ 3. Retired_x000D_ 4. Unable to work_x000D_ 91. Something else (Please specify):_x000D_ |
Availability for work | P-RQ1, P-RQ2 |
| EMQ | EMQ080OS | Other specify for availability for work | P-RQ1, P-RQ2 | |
| EMQ | EMQ100 | Question “Could {you/{NAME}} have taken a job last week if one had been offered?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability for work | P-RQ1, P-RQ2 |
| EMQ | EMQ120 | Question “For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? _x000D_ _x000D_ InstResp “Please type the name of the company, business, organization, or other employer. {If {you/{NAME}} {work/works} more than one current job, type the one at which {you spend/{NAME} spends} the most time.}_x000D_ _x000D_ Pre-unit “Name:”_x000D_ _x000D_ Watermark “Enter employer name” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ130 | Question “What kind of business or industry {is/was} this?” _x000D_ _x000D_ InstResp “Please describe what they make or do. For example, TV and radio manufacturing, retail shoe store, state labor department, farming.”_x000D_ _x000D_ Pre-unit “Business or industry:”_x000D_ _x000D_ Watermark “Enter industry description” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ140 | Question “What kind of work {are/is/were/was} {you/{NAME}} doing?” _x000D_ _x000D_ InstResp “Please type what {your/{NAME}'s} job {is/was} called. For example, electrical engineer, stock clerk, administrative assistant, or farmer.”_x000D_ _x000D_ Pre-unit “Title:”_x000D_ _x000D_ Watermark “Enter job title” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ150 | Question “What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job?”_x000D_ _x000D_ InstResp “For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.”_x000D_ _x000D_ Pre-unit “Duties:”_x000D_ _x000D_ Watermark “Enter job duties” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ210 | Question “Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 |
| EMQ | EMQ215 | {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?_x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 |
| EMQ | EMQ300 | Question “Since {CHILD} was born, was there any time in which {his/her/your} family had serious financial problems or was unable to pay the monthly bills?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family hardship | P-RQ1, P-RQ2 |
| EMQ | EMQ305a | Question “During how many years or months since {{CHILD}/he/she} was born has {{CHILD}'s/your} family had serious financial problems?” _x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark: “Enter years”_x000D_ _x000D_ “Don’t know” |
Family hardship | P-RQ1, P-RQ2 |
| EMQ | EMQ305b | Question “and”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark: “Enter months”_x000D_ _x000D_ “Don’t know” |
Family hardship | P-RQ1, P-RQ2 |
| WPQ | WPQ030 | Question “When {you were/{CHILD}'s mother was} pregnant with {CHILD}, did {you/she} receive any benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC | P-RQ2, P-RQ5 |
| WPQ | WPQ040 | Question “Did {CHILD} receive any WIC benefits as an infant or child?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC | P-RQ2, P-RQ5 |
| WPQ | WPQ070 | Question “Since {CHILD} was born, have you or anyone in your household ever received Temporary Assistance for Needy Families, sometimes called TANF {or {STATE TANF PROGRAM NAME}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of TANF since child’s birth and in last 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ100 | Question “{Since {DATE OF LAST SURVEY}/In the past 12 months}, have you or anyone in your household received TANF {or {STATE TANF PROGRAM NAME}}?_x000D_ _x000D_ InstResp “For this question, consider whether or not TANF (or AFDC) was received in the past 12 calendar months, not the last calendar year.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of TANF since child’s birth and in last 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ105 | Question “{Since {DATE OF LAST SURVEY}/During those 12 months}, how many months did your household receive TANF {or {STATE TANF PROGRAM NAME}}?” _x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Receipt of TANF since child’s birth and in last 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ109 | Question “Since {CHILD} was born, have you or anyone in your household ever received food stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ110 | Question "{Since {DATE OF LAST SURVEY}/In the past 12 months}, have you or anyone in your household received food stamps, also called SNAP, or food benefits on EBT?"_x000D_ _x000D_ InstResp “For this question, consider whether or not food stamps were received in the past 12 calendar months, not the last calendar year.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ120 | Question "{Since {DATE OF LAST SURVEY}/During those 12 months}, how many months did your household receive food stamps or food benefits on EBT (Electronic Benefit Transfer) from SNAP?"_x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | P-RQ2, P-RQ5 |
| WPQ | WPQ170 | Question “Does {Child} receive complete school lunches for free or reduced price at school?”_x000D_ _x000D_ InstResp “By complete school lunch, we mean a complete meal such as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch {he/she} brought from home.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ180 | Question “Are these lunches free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ200 | Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ215 | Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ216 | Question “Are these breakfasts free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| PAQ | PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 or more_x000D_ |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 |
| PAQ | PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 |
| CMQ | CMQ022 | Question "In case we contact you for the next survey a year from now, we would like to ask a few questions about how to reach you.”_x000D_ _x000D_ InstResp “Select Next to continue.” |
Introduction to contact information | NA |
| CMQ | CMQ026a | Question "Please enter your contact information. _x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]” |
Email address | NA |
| CMQ | CMQ026b | Question "Or_x000D_ _x000D_ Mobile Number:" |
Telephone number | NA |
| CMQ | CMQ060 | Question “Is there a second phone number, such as a work number or a friend or relative's number, where you can sometimes be reached?”_x000D_ _x000D_ InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA |
| CMQ | CMQ100 | Question “We have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA |
| CMQ | CMQ140 | Question "What is that telephone number?_x000D_ _x000D_ Enter {new} second telephone number:”_x000D_ _x000D_ InstResp “If it is a mobile phone number, message and data rates may apply.” |
Telephone number | NA |
| CMQ | CMQ140b | Question "Please enter an extension if there is one._x000D_ _x000D_ Extension” |
Telephone number | NA |
| CMQ | CMQ150 | Question “Where is this telephone located or to whom does this number belong?”_x000D_ ----_x000D_ 1. Office/place of business_x000D_ 2. Relative (Please specify):_x000D_ 3. Neighbor (Please specify):_x000D_ 4. Friend (Please specify):_x000D_ 5. Mobile phone_x000D_ 6. Home phone/landline_x000D_ 7. Other (Please specify):_x000D_ |
Telephone number | NA |
| CMQ | CMQ150OS | InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” | Other specfiy for telephone number | NA |
| CMQ | CMQ200 | Question “We have recorded that {NAME OF RELATIVE/FRIEND}_x000D_ _x000D_ at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE}_x000D_ _x000D_ will always know where you are if you move. Is this still true?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ205 | Question “Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ210a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA |
| CMQ | CMQ210b | Question "Last Name:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210c | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210d1 | Question "Mailing address:_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210e | Question “City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ210g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210h | Question "Please {enter/correct} person’s relationship to you:"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ300 | We have also recorded that {NAME OF RELATIVE/FRIEND} _x000D_ _x000D_ at {EMAIL ADDRESS} _x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE} _x000D_ _x000D_ will always know where you are if you move. Is this still true?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ305 | Question “Besides {PERSON AT FALL CMQ110a/PERSON AT SPRING CMQ210a}, is there another relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ310a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name:” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310b | Question “Last Name:” | Contact persons to locate the parent | NA |
| CMQ | CMQ310c | Question “Email address:”_x000D_ _x000D_ Watermark “[email protected]” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310d1 | Question “Mailing address:_x000D_ _x000D_ Address Line 1:” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310d2 | Question “Address Line 2:”_x000D_ _x000D_ Watermark “Apartment number” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310e | Question “City:” | Contact persons to locate the parent | NA |
| CMQ | CMQ310f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ310h | Question “Please {enter/correct} person's relationship to you:”_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ395 | We have recorded {NAME OF NONRESIDENTIAL PARENT} at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ _x000D_ {ADDRESS, LINE 1}_x000D_ {ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE} {ZIP CODE} is {CHILD}'s {RELATIONSHIP AT FALL CMQ170}. _x000D_ _x000D_ Is this information still correct?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes --- no correction needed_x000D_ 2. Yes --- minor corrections needed_x000D_ 3. No_x000D_ 4. I already provided this contact information_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ400a | Question “Please {enter/correct/enter new} name, email address, and mailing address of {CHILD}'s {biological mother/ {or} biological father / {or} adoptive mother / {or} adoptive father}._x000D_ _x000D_ First Name:”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.” |
Contact persons to locate the parent | NA |
| CMQ | CMQ400b | Question “Last Name:” | Contact persons to locate the parent | NA |
| CMQ | CMQ400c | Question "Email address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ400d1 | Question " Mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ400d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ400e | Question "City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ400f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ400g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ400h | Question “{Enter/Correct/Enter new} person's relationship to {CHILD}:”_x000D_ ----_x000D_ 1. {Biological mother}_x000D_ 2. {Biological father}_x000D_ 3. {Adoptive mother}_x000D_ 4. {Adoptive father}_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | NA |
| CMQ | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| INQ | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| INQ | INQ001b | Question “In {{MONTH} {YEAR}}, {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME} {approximately {PREVIOUS ROUND RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_ _x000D_ Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Respondent selection | NA |
| INQ | INQ002 | Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows the most about {CHILD}’s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Respondent selection | NA |
| INQ | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact him or her for the survey._x000D_ _x000D_ First Name: " |
Alternate respondent selection | NA |
| INQ | INQ005b | Question "Last Name:" | Alternate respondent selection | NA |
| INQ | INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "[email protected]" |
Alternate respondent selection | NA |
| INQ | INQ005d1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
Alternate respondent selection | NA |
| INQ | INQ005d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | NA |
| INQ | INQ005e | Question "City:" | Alternate respondent selection | NA |
| INQ | INQ005f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | NA |
| INQ | INQ005g | Question "ZIP code:" | Alternate respondent selection | NA |
| INQ | INQ005i | Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_ ----_x000D_ 1. {Person who did the survey last fall/First name of person who did _x000D_ the survey last fall/Last name of person who did the survey last fall/_x000D_ {RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} _x000D_ {, about age {RESPONDENT’S AGE}} {, {RESPONDENT’S SEX}}_x000D_ 2. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 3. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 4. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 5. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 6. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 7. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 8. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 36. Not on list_x000D_ |
Respondent selection | NA |
| INQ | INQ005j | Question "What is your name?_x000D_ _x000D_ We ask for first names so that we can ask questions about each person in the survey._x000D_ _x000D_ First Name:" |
Respondent selection | NA |
| INQ | INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
Respondent selection | NA |
| INQ | INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_ _x000D_ Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_ ----_x000D_ 1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_ 2. No, I do not give permission for {CHILD} to participate._x000D_ |
Consent | NA |
| INQ | INQ010b | Question "Please enter or confirm your name from the previous question._x000D_ _x000D_ First Name: " |
Consent | NA |
| INQ | INQ010c | Question "Last Name:" | Consent | NA |
| INQ | INQ020a | Question “Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child name | NA |
| INQ | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | NA |
| INQ | INQ020c | Question “Middle name:”_x000D_ _x000D_ InstResp: “If there is no middle name, please skip this.” |
Child name | NA |
| INQ | INQ020d | Question “Last Name:” | Child name | NA |
| INQ | INQ050a | Question “Our records also show that {CHILD} is {male/female}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ050b | Question “What is {CHILD}’s sex?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Child sex | P-RQ2, P-RQ5 |
| INQ | INQ060a | Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ060b | Question “What is {CHILD}'s date of birth?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ “Rather not answer” |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 |
| INQ | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_ Watermark “Enter age” |
Child age | P-RQ2, P-RQ5 |
| INQ | INQ100a | Question "Our records show that you live at _x000D_ _x000D_ {ADDRESS LINE 1}{,} {ADDRESS LINE 2}_x000D_ {CITY}, {STATE} {ZIP CODE} _x000D_ _x000D_ Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Confirmation of mailing address | NA |
| INQ | INQ100b | Question "Please enter your mailing address._x000D_ _x000D_ Address Line 1: " |
Confirmation of mailing address | NA |
| INQ | INQ100c | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Confirmation of mailing address | NA |
| INQ | INQ100d | Question "City:" | Confirmation of mailing address | NA |
| INQ | INQ100e | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Confirmation of mailing address | NA |
| INQ | INQ100f | Question "Zip code:" | Confirmation of mailing address | NA |
| INQ | INQ130a | Question "Please confirm or enter your contact information._x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark [email protected]_x000D_ _x000D_ “I don’t have an email address.” |
Confirmation of email address | NA |
| INQ | INQ130b | Question "Mobile Number:”_x000D_ _x000D_ “I don’t have a mobile phone.” |
Mobile number | NA |
| INQ | INQ130c | Question "Landline Number:"_x000D_ _x000D_ “I don’t have a landline phone.” |
Landline number | NA |
| PIQ | PIQ051 | Question "Now, we’d like to ask you about {CHILD}'s school. _x000D_ _x000D_ To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her} current school?_x000D_ _x000D_ InstResp: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the school that is assigned to that neighborhood.”_x000D_ ----_x000D_ 1. A primary factor_x000D_ 2. One of several factors_x000D_ 3. Not a factor_x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 |
| PIQ | PIQ060 | Question “Which of the following best describes the school that {CHILD} is attending?”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. {CHILD} is attending the regularly-assigned school for our home._x000D_ 2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her}._x000D_ 3. {CHILD} is attending a school we chose that is not the assigned school for our home._x000D_ 4. Child is homeschooled._x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 |
| PIQ | PIQ065 | Question "Does {CHILD} attend a school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 |
| PIQ | PIQ066 | Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.”_x000D_ _x000D_ Watermark “Hours per week” |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 |
| PIQ | PIQ127 | Question “Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her} school contacted your household about any behavior problems {he/she} is having, such as:”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Being overly active_x000D_ 5. Being impulsive or having little or no self-control_x000D_ 6. None of the above_x000D_ 91. Another behavior problem (Please specify):_x000D_ |
School-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ127OS | Other specify for school-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 | |
| PIQ | PIQ129a | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever had an in-school or out-of-school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129b | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been suspended?”_x000D_ _x000D_ InstResp “Please include both in-school and out-of-school suspensions.”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129c | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever been expelled?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ129d | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been expelled?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times expelled” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ _x000D_InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ185 | Question “During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ190 | Question “How well has {CHILD}'s school done with each of the following activities during this school year?"_x000D_ _x000D_ The school lets you know between report cards how {CHILD} is doing in school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ400 | Question “{Previously, it was reported that {English/NON-ENGLISH LANGUAGE/a language other than English} is spoken in your home.} Does {CHILD}'s teacher sends home notes or newsletters in your preferred language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether school provides translated materials | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Inconvenient meeting times_x000D_ 2. No child care keeps your family from going to school meetings or event_x000D_ 3. Family members can't get time off from work_x000D_ 4. Problems with safety going to the school_x000D_ 5. The school does not make your family feel welcome_x000D_ 6. Problems with transportation to the school_x000D_ 7. You don't hear about things going on at school that you might want to be involved in_x000D_ 8. Another reason_x000D_ 9. None of these_x000D_ |
Barriers to involvement with the school | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ470 | Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Barriers to involvement with the school, whether school methods of communication are in the respondent’s native language | P-RQ1, P-RQ2, P-RQ3, P-RQ5 |
| PIQ | PIQ490 | Question “How satisfied are you with the school {CHILD} attends this year?”_x000D_ ----_x000D_ 1. Very satisfied_x000D_ 2. Somewhat satisfied_x000D_ 3. Somewhat dissatisfied_x000D_ 4. Very dissatisfied_x000D_ |
Parent satisfaction with the school | P-RQ3 |
| PIQ | PIQ500 | Question "How many times was {CHILD} late for school during the past four weeks?”_x000D_ _x000D_ Watermark “Enter # of times” |
How many times the child has been late for school | P-RQ2, P-RQ3 |
| PIQ | PIQ515 | Question “How do you feel about the amount of homework {CHILD} is assigned?”_x000D_ ----_x000D_ 1. The amount is about right._x000D_ 2. It's too much._x000D_ 3. It's too little._x000D_ |
Perception of the amount of homework | P-RQ3 |
| PIQ | PIQ520 | Question “During this school year, how often did you or someone else help {CHILD} with {his/her} homework?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. 5 or more times a week_x000D_ |
How often parent or someone else helps the child with homework | P-RQ3, P-RQ5 |
| PIQ | PIQ550 | Question “How often do you or someone else check that {CHILD} has completed all of {his/her} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ |
How often parent or someone else checked that the child completed homework | P-RQ3, P-RQ5 |
| PIQ | PIQ560 | Question “Now we have a question about your expectations of {CHILD}’s grades during this school year. Overall, how do you expect {CHILD}'s grades will be?”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Above average_x000D_ 3. Average_x000D_ 4. Below average_x000D_ 5. Failing_x000D_ |
Parent report of the child’s grades | P-RQ5 |
| PIQ | PIQ585a | Question “How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| PIQ | PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 |
| FSQ | FSQ001 | Question “We would like to ask about household members who lived in this household at the time of our last survey. _x000D_ _x000D_ Does {NAME} {who is about {AGE} years old} {and} {male/female} still live in this household?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family structure change and loss (e.g., remarriage, divorce, and death) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ005 | Question “Why is {NAME} no longer living in this household?”_x000D_ ----_x000D_ 1. Separation or divorce_x000D_ 2. Attending college or boarding school_x000D_ 3. Living elsewhere for employment-related reasons_x000D_ 4. Deceased_x000D_ 5. Moved on or moved elsewhere_x000D_ 6. This person never lived in this household_x000D_ 7. Moved back with parents or moved with other parent_x000D_ 8. In jail or prison_x000D_ 9. Relationship ended_x000D_ 91. Some other reason (Please specify):_x000D_ |
Family structure change and loss (e.g., remarriage, divorce, and death), information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ005OS | Other specify for information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ006 | Question “Other than {you and {CHILD}/you, {CHILD}, and {NAMES OF HOUSEHOLD MEMBERS}}, is there anyone else currently living in this household? For example, anyone who has moved in or any babies born since the last survey?” _x000D_ _x000D_ InstResp “Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ007 | Question “Please list the first names of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ _x000D_ New household member 1_x000D_ _x000D_ New household member 2_x000D_ _x000D_ New household member 3_x000D_ _x000D_ New household member 4 |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ010a | Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_ _x000D_ {Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_ _x000D_ Please click on the “Next” button below to continue.” |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ010b | Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_ _x000D_ {If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_ {If needed, you can add more household members later.}_x000D_ _x000D_ First name_x000D_ _x000D_ Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_ _x000D_ Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD} |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ040 | Question "Sex"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ050 | Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_ _x000D_ InstResp "If you would like to add household members or change information, please select "No" to go back and make changes. If you have more than eight household members, they will be listed on more than one screen. Please select "Next" on each screen to see all the household members listed."_x000D_ _x000D_ {TABLE OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120 | Question "Who in the household is your spouse or partner?"_x000D_ _x000D_ InstRep: “Select the name of the person who is your spouse/partner. If name not listed, select "not on list."”_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 6. {DISPLAY HH MEMBER NAME 6}_x000D_ 7. {DISPLAY HH MEMBER NAME 7}_x000D_ 8. {DISPLAY HH MEMBER NAME 8}_x000D_ 37. Not on list_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120a | Question "What is the first name of your spouse or partner?_x000D_ _x000D_ First name:" |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120b | Question "How old is {NAME}?"_x000D_ _x000D_ Pre-unit "Age:"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ120c | Question "Is {NAME} male or female?"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ121 | Question "During our last interview, it was reported that you were {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to {CHILD}?”_x000D_ _x000D_ InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or guardian of {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Change in family relationship of key parent figures to the child (e.g., became adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ122 | Question "During our last interview, it was reported that {NAME OF SPOUSE/PARTNER} was {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/{CHILD}’s relative, but not a guardian/ the female guardian of {CHILD}/the male guardian of {CHILD}/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in the relationship of {NAME OF SPOUSE/PARTNER} to {CHILD}?”_x000D_ _x000D_ InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive, parent, or guardian of {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Change in family relationship of key parent figures to the child (e.g, became adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ130 | Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_ ----_x000D_ 1. Mother/female guardian_x000D_ 2. Father/male guardian_x000D_ 3. Sister_x000D_ 4. Brother_x000D_ 5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 7. Grandmother_x000D_ 8. Grandfather_x000D_ 9. Aunt_x000D_ 10. Uncle_x000D_ 11. Cousin_x000D_ 12. Other relative_x000D_ 13. Other nonrelative_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ140 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth mother_x000D_ 2. Adoptive mother_x000D_ 3. Step mother_x000D_ 4. Foster mother or legal female guardian_x000D_ 5. Other female parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ150 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth father_x000D_ 2. Adoptive father_x000D_ 3. Step father_x000D_ 4. Foster father or legal male guardian_x000D_ 5. Other male parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ160 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full sister_x000D_ 2. Half sister_x000D_ 3. Step sister_x000D_ 4. Adoptive sister_x000D_ 5. Foster sister_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ170 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full brother_x000D_ 2. Half brother_x000D_ 3. Step brother_x000D_ 4. Adoptive brother_x000D_ 5. Foster brother_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180 | Question "{Are you/Is {NAME}} a …"_x000D_ ----_x000D_ 1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 3. Female guardian_x000D_ 4. Male guardian_x000D_ 5. Daughter/son of {CHILD}'s parent's partner_x000D_ 6. Other relative of {CHILD}'s parent's partner_x000D_ 91. Other nonrelative (Please specify):_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ180OS | Other specify for current household roster | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ190 | Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ195 | Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Race of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200 | Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. I don't know (Please explain):_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 |
| FSQ | FSQ200OS | Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | |
| FSQ | FSQ206 | Question “If we contact your household in the future for another survey, would we have your permission to display the first names, ages, and sexes of {CHILD}’s household members that you just reported here? _x000D_ _x000D_ The purpose of displaying this information would be to save you or another parent or guardian time. The information could be reviewed or updated, rather than having to enter it a second time."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Consent to prefill household roster data | NA |
| HEQ | HEQ030 | Question "Now we would like to ask about {CHILD’S} home environment. In a typical week, how often do you or any other family members read books to {CHILD}?" _x000D_ _x000D_ InstResp "Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by him or herself. Please include reading of books in any language."_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ035 | Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Frequency of reading activities with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ036 | Question "Generally, how long is {CHILD} read to at each of these times?"_x000D_ _x000D_ InstResp "Please include reading in any language."_x000D_ _x000D_ Pre-unit "Minutes:"_x000D_ _x000D_ Watermark “Enter minutes” |
Frequency of reading activities with the child | P-RQ2, P-RQ3 |
| HEQ | HEQ040 | Question "About how many children's books does {CHILD} have in your home now, including library books? Please only include books that are for children.”_x000D_ _x000D_ InstResp “Include all children’s books including those that are electronic or eBooks. Also include books that are borrowed or from the library, as well as those that may be shared with siblings.”_x000D_ _x000D_ Watermark “Enter number of books” |
Literacy materials in the home | P-RQ2 |
| HEQ | HEQ045 | Question "{Is this book in English or {{NON-ENGLISH LANGUAGE/ a language other than English}/Are these books in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or is one in English and the other in {{NON-ENGLISH LANGUAGE}/a language other than English}/Are these books mainly in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or are there about the same number of books in English as in {{NON-ENGLISH LANGUAGE}/another language}?”_x000D_ ----_x000D_ 1. English_x000D_ 2. {{NON-ENGLISH LANGUAGE}/A language other than English}_x000D_ 3. {Same number in English and {{NON-ENGLISH LANGUAGE}/a language other than English}}_x000D_ |
Literacy materials in the home | P-RQ2 |
| HEQ | HEQ105 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a library or bookstore with {CHILD}?”_x000D_ _x000D_ InstResp "Do not count visiting a library or bookstore online. We are asking about in person visits to a library or bookstore."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Library use | P-RQ2 |
| HEQ | HEQ210 | Question “In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading by the child | P-RQ2 |
| HEQ | HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself} at each of these times?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ _x000D_ Pre-unit “Minutes:”_x000D_ _x000D_ Watermark “Enter minutes” |
Reading by the child | P-RQ2 |
| HEQ | HEQ217a | Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_ _x000D_ Showed interest in or talked about time using clocks”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217b | Question “Played card games that use numbers or counting (such as Go Fish, War)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217c | Question “Counted down using numbers (10, 9, 8, 7, . . .)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217d | Question “Played board games that use numbers, counting, or dice (such as Chutes and Ladders, Monopoly Jr.)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217e | Question “Counted out money”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217f | Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_ _x000D_ Memorized math facts (such as 2 + 2 = 4)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217g | Question “{Continued} In the past month, how often did you and {CHILD} engage in the following activities?_x000D_ _x000D_ Measured the lengths and widths of things”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217h | Question “Guessed the number of things (such as pennies in a jar)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217i | Question “Compared the sizes of numbers (such as 5 is more than 4)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217j | Question “Measured ingredients when cooking or baking”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217k | Question “Played with jigsaw puzzles”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ217l | Question “Played with blocks or construction toys”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 |
| HEQ | HEQ220 | Question “Do you have a home computer or other digital device that {CHILD} uses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 |
| HEQ | HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?” _x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games | P-RQ2 |
| HEQ | HEQ274b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games | P-RQ2 |
| HEQ | HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
How often the child uses a home computer/digital device for educational purposes | P-RQ2 |
| HEQ | HEQ280 | Question “Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject, such as reading, math, science, or a foreign language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Tutoring | P-RQ5 |
| HEQ | HEQ287 | Question: “What is {CHILD} tutored in?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Math_x000D_ 3. Science_x000D_ 4. Foreign language_x000D_ 91. Other (Please specify):_x000D_ |
Tutoring | P-RQ2 |
| HEQ | HEQ287OS | Other specify for tutoring | P-RQ2 | |
| HEQ | HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Children’s organized activities (sports, music, art, etc.) | P-RQ2 |
| HEQ | HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Outside play and perception of how safe it is for children to play outside | P-RQ2 |
| HEQ | HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
Outside play and perception of how safe it is for children to play outside, neighborhood safety | P-RQ2 |
| HEQ | HEQ520 | Question “In a typical week, on how many days does your family eat a meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ521 | Question “In a typical week, on how many days does your family eat the evening meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 |
| HEQ | HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| HEQ | HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| HEQ | HEQ600b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 |
| SSQ | SSQ010a | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010b | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010c | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010d | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010f | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010h | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010i | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 |
| SSQ | SSQ010j | Question "Keeps working at something until {he/she} is finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010k | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010l | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010m | Question "{Continued} Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010n | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010p | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 |
| SSQ | SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 |
| SSQ | SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 |
| SSQ | SSQ010z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ010z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 |
| SSQ | SSQ020a | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020b | Question "Will move from one task to another without completing any of them."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020c | Question "When drawing or coloring in a book, shows strong concentration."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020d | Question "When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods of time."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020e | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ Is easily distracted when listening to a story."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ020f | Question "Sometimes becomes absorbed in a picture book and looks at it for a long time."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 |
| SSQ | SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Can wait before entering into new activities if asked to."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025d | Question "Is good at following instructions."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ025f | Question "Can easily stop an activity when told "no.""_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 |
| SSQ | SSQ030a | Question “How much do you agree or disagree with the following statements about {CHILD}._x000D_ _x000D_ {CHILD} becomes sad when other children are sad.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030b | Question “{CHILD} gets upset seeing another child being punished for being naughty.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030c | Question “{CHILD} seems to react to the moods of people around {him/her}.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030d | Question “{CHILD} gets upset when another person is acting upset.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ030e | Question “{CHILD} cries or gets upset when seeing another child cry.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 |
| SSQ | SSQ035a | Question "In the following items, please indicate on a scale from very unlikely to very likely the likelihood that you would respond in the ways listed for each item. _x000D_ _x000D_ If {CHILD} becomes angry because {he/she} is sick or hurt and can't go to {his/her} friend's birthday party, would you…_x000D_ _x000D_ Send {CHILD} to {his/her} room to cool off?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ035b | Question "Get angry at {CHILD}?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ035c | Question "Help {CHILD} think about ways that {he/she} can still be with friends (for example, invite some friends over after the party)?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ035d | Question "Tell {CHILD} not to make a big deal out of missing the party?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ035e | Question "Encourage {CHILD} to express {his/her} feelings of anger and frustration?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ035f | Question "Soothe {CHILD} and do something fun with {him/her} to make {him/her} feel better about missing the party?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040a | Question "For each of the following scenarios, please indicate how likely you would be to respond in the ways listed._x000D_ _x000D_ If {CHILD} is playing with other children and one of them calls {him/her} names, and {CHILD} then begins to tremble and become tearful, would you…_x000D_ _x000D_ Tell {CHILD} not to make a big deal out of it?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040b | Question "Feel upset yourself?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040c | Question "Tell {CHILD} to behave or you will have to go home right away?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040d | Question “Help {CHILD} think of constructive things to do when other children tease {him/her} (for example, find other things to do)?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040e | Question "Comfort {him/her} and play a game to take {his/her} mind off the upsetting event?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| SSQ | SSQ040f | Question "Encourage {him/her} to talk about how it hurts to be teased?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 |
| CFQ | CFQ100 | Question “Now, we'd like to ask some questions about your relationship with {NAME OF CURRENT PARTNER/your current spouse or partner}. Please describe your relationship.”_x000D_ ----_x000D_ 1. Very happy_x000D_ 2. Fairly happy_x000D_ 3. Not too happy_x000D_ |
Marital satisfaction | P-RQ5 |
| CFQ | CFQ320a | Question “Now we are going to show you some statements. Please select how true each statement is for you._x000D_ _x000D_ If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over with.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 |
| CFQ | CFQ320b | Question “If I have an emergency and need cash, family or friends will loan it to me.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 |
| CFQ | CFQ320c | Question “If I have troubles or need advice, I have someone I can talk to.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 |
| CCQ | CCQ005 | Question "Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis from someone other than {you/{his/her} {parents/guardians}}. This does not include occasional baby-sitting or back-up care providers." _x000D_ _x000D_ InstResp “Press Next to continue.” |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ010 | Question "Is {CHILD} now receiving care from a relative on a regular basis including care provided before or after school? This may include care provided by grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians}}. _x000D_ _x000D_ InstResp “Do not include care from parents or guardians, even if they do not live with {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ060 | Question “How many different regular care arrangements do you currently have with relatives?”_x000D_ _x000D_ InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ065 | Question "{We'd like to know more about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for {CHILD}?" _x000D_ _x000D_ InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ ----_x000D_ 1. Grandparent_x000D_ 2. Aunt_x000D_ 3. Uncle_x000D_ 4. Brother_x000D_ 5. Sister_x000D_ 6. Another relative_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ070 | Question "Is the care provided by {{CHILD}'s {RELATIVE}/ that relative} in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varies_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ075 | Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ085 | Question "How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?” _x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ “Watermark “Days per week" |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ090 | Question "How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour._x000D_ _x000D_ If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ092 | Question "Is there any charge or fee for the care {CHILD} receives from {{his/her} {RELATIVE}/that relative}, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the relative who provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ093 | Question "Do any of the following people or organizations help to pay for {{his/her} {RELATIVE}/that relative} to care for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ093OS | Other specify for payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ094 | Question "How much does your household pay for {CHILD}’s {RELATIVE}/that relative} to care for {him/her}, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ095 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ095OS | Other specify for payment for current ECE arrangements unit (relative) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ096 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ110 | Question "You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis. How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?” _x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ115 | Question "{Now we'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is not related to {him/her} (including care provided before or after school)? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.} "_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ165 | Question "How many different regular care arrangements do you currently have with nonrelatives?”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements, by type of arrangement (eg, nonrelative nonnonrelative center-based) (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ170 | Question "{We’d like to know more about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varies_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ175 | Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ185 | Question "How many days each week does {CHILD} receive care from that person?”_x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ190 | Question "How many hours each week does {CHILD} receive care from that person?_x000D_ _x000D_ Hours:"_x000D_ _x000D_ InstResp “Please round to the nearest hour. _x000D_ _x000D_ If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ192 | Question "Is there any charge or fee for the care {CHILD} receives from this nonrelative, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the nonrelative who provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ193 | Question "Do any of the following people or organizations help to pay for this nonrelative to care for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ193OS | Other specify for payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ194 | Question "How much does your household pay this person to care for {CHILD}, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ195 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ195OS | Other specify for payment for current ECE arrangements unit (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ196 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ205 | Question "You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis in a private home. How many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?”_x000D_ _x000D_ InstResp "Please round to the nearest hour."_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ260 | Question “{The next questions are about any care {CHILD} receives from day care centers or before- or after-school programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in a center on a regular basis?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ325 | Question “How many different day care centers or before- or after-school care programs does {CHILD} currently go to on a regular basis?”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ330 | Question "{The next questions are about the program where {CHILD} spends the most time now.} Is that program located in the school {CHILD} attends?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ335 | Question "Does {CHILD} go to that program before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ350 | Question "How many days each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_ _x000D_ If the schedule changes, answer for the arrangement where the most time is spent.”_x000D_ _x000D_ Days:"_x000D_ _x000D_ Watermark "Days per week" |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ355 | Question "Other than regular school hours, how many hours each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “Please round to the nearest hour._x000D_ _x000D_ If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_ _x000D_ If the schedule changes, answer for the arrangement where the most time is spent.” _x000D_ _x000D_ Pre-unit "Hours:" _x000D_ _x000D_ Watermark "Hours per week" |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ365 | Question "Is there any charge or fee for that program, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the program that provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ370 | Question "Do any of the following people or organizations help to pay for {CHILD} to go to that program?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ370OS | Other specify for payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ371 | Question "How much does your household pay for {CHILD} to go to that program, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ372 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ372OS | Other specify payment for current ECE arrangements unit (center) | P-RQ1, P-RQ2, P-RQ3 | |
| CCQ | CCQ373 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| CCQ | CCQ375 | Question "You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school {program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these programs}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ010 | Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased._x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Biological mother_x000D_ 2. Biological father_x000D_ 3. Adoptive mother_x000D_ 4. Adoptive father_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ030 | We would like to ask a few questions about {CHILD}'s {biological/adoptive} {mother/father}. Is {CHILD}'s {biological/adoptive} {mother/father} currently living? _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {mother/ father} is unknown._x000D_ |
Biological and adoptive parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ040a | What {was/is/} {CHILD}'s biological {mother’s/father’s} date of birth?_x000D_ _x000D_ Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ040b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ060 | Question "How old {is/was} {CHILD}'s biological {mother/father} {when {he/she} died}?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ080a | Question "What is {CHILD}'s biological {mother’s/father’s} date of death?”_x000D_ _x000D_ Pre-unit "Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ080b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ090 | Question "{{Is/Was} {he/she} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| HRQ | HRQ100 | Question "What {is/was} {his/her} race? You may name one or more races to indicate what {he/she} {considers/considered} {himself/herself} to be.”_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ010 | Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_ _x000D_ Please press Next to continue.” |
Introduction to nonresident parent section | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {father/mother} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_ 7. {{CHILD} does not have an adoptive {mother/father}}_x000D_ 8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_ |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | P-RQ1, P-RQ2, P-RQ3 |
| NRQ | NRQ123 | Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_ _x000D_ Pre-unit "Times:"_x000D_ _x000D_ Watermark "Number of times" _x000D_ _x000D_ SaVisible "True" |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household | P-RQ1, P-RQ2, P-RQ3 |
| DWQ | DWQ040 | Question “For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ Being a parent is harder than I thought it would be.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ045 | Question “{CHILD} does things that really bother me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ050 | Question “I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ060 | Question “I often feel angry with {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 |
| DWQ | DWQ070a | Question “Now, please consider how often each of these following statements are true for you._x000D_ _x000D_ Even if I am really busy, I make time to listen to {CHILD}.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ070b | Question “I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ070c | Question “I encourage {CHILD} to talk about {his/her} troubles.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ070d | Question “I encourage {CHILD} to tell me about {his/her} friends and activities.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ070e | Question “I encourage {CHILD} to express {his/her} opinions.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ070f | Question “When I lose my patience with {CHILD}’s questions and demands, I just don’t listen to {CHILD} anymore.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 |
| DWQ | DWQ077a | Question “The following are a number of statements about your family. Please select how often it typically occurs in your home._x000D_ _x000D_ You threaten to punish {CHILD} and then do not actually punish {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 |
| DWQ | DWQ077b | Question “{CHILD} talks you out of being punished after {he/she} has done something wrong.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 |
| DWQ | DWQ077c | Question “You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 |
| CHQ | CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 |
| CHQ | CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ InstResp “Routine health care may include check-ups or immunization appointments.”_x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 |
| CHQ | CHQ020b | Question "Has {CHILD} ever had an ear infection?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ020c | Question "Has {CHILD} ever had an ear ache?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ020d | Question "How old was {CHILD} when {he/she} had {his/her} first {ear infection/ear ache}?_x000D_ _x000D_ Years:"_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Watermark “Enter age in years” |
Ear infection history | P-RQ2 |
| CHQ | CHQ020e | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Ear infection history | P-RQ2 |
| CHQ | CHQ020f | Question "Was {CHILD} less than 2 years old when {he/she} had {his/her} first {ear infection/ear ache}?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 |
| CHQ | CHQ021 | Question “Has {CHILD} had an ear infection since last spring?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infections since kindergarten | P-RQ2 |
| CHQ | CHQ022 | Question “Has {CHILD} had an ear ache since last spring?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infections since kindergarten | P-RQ2 |
| CHQ | CHQ023 | Question “Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Number of times” |
Ear infections since kindergarten | P-RQ2 |
| CHQ | CHQ024 | Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since last spring?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. No treatment/watch and wait_x000D_ 2. Decongestants, antihistamines, or allergy medication_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ024OS | Other specify for treatments used for ear infections | P-RQ2 | |
| CHQ | CHQ025 | Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her} ears?” _x000D_ _x000D_ InstResp “Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.”_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | P-RQ2 |
| CHQ | CHQ026 | Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Asthma | P-RQ2 |
| CHQ | CHQ027 | Question “Does {he/she} receive treatment for this condition?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Asthma | P-RQ2 |
| CHQ | CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill?”_x000D_ _x000D_ InstResp “This includes {Medicaid/ {or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Health insurance coverage | P-RQ2 |
| CHQ | CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
Exercise/physical activities | P-RQ2 |
| CHQ | CHQ086 | Question “How tall is {CHILD} without shoes?” _x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in feet and inches_x000D_ 2. Answer in meters and centimeters_x000D_ |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086a | Question “Please answer for how tall {CHILD} is in feet and inches without shoes. _x000D_ _x000D_ Unit "and"_x000D_ _x000D_ Watermark: “Enter feet” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086b | Watermark “Enter inches” | Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086c | Question “Please answer for how tall {CHILD} is in meters and centimeters without shoes.”_x000D_ _x000D_ Unit “and”_x000D_ _x000D_ Watermark “Enter meters” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ086d | Watermark “Enter centimeters” | Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087 | Question “How much does {CHILD} weigh without shoes?”_x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in kilograms_x000D_ |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087a | Question “Please answer for how much {CHILD} weighs in pounds without shoes.”_x000D_ _x000D_ Watermark: “Enter pounds” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ087b | Question “Please answer for how much {CHILD} weighs in kilograms without shoes._x000D_ _x000D_ Watermark: “Enter kilograms” |
Parent report of child’s height and weight | P-RQ2 |
| CHQ | CHQ092 | Question “Before {CHILD} turned 3, did {he/she} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?”_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ092a | Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?"_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ093 | Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ093a | Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ094 | Question "Has {CHILD} ever received any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 |
| CHQ | CHQ094a | Question "Is {CHILD} currently receiving any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 |
| CHQ | CHQ095 | Question “For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. _x000D_ _x000D_ {CHILD} is independent and takes care of {himself/herself} ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Child’s independence and ability to take care of him/herself | P-RQ2 |
| CHQ | CHQ100 | Question “{CHILD} pays attention …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2 |
| CHQ | CHQ105 | Question “{CHILD} learns, thinks, and solves problems …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Learning problems | P-RQ2 |
| CHQ | CHQ106 | Question “{CHILD} shows good coordination in moving {his/her} arms and legs…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Coordination problems | P-RQ2 |
| CHQ | CHQ107 | Question “{CHILD} behaves and relates to other children…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 |
| CHQ | CHQ108 | Question “{CHILD} behaves and relates to adults ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 |
| CHQ | CHQ109 | Question “Thinking about {CHILD}'s overall activity level, would you say {he/she} is …”_x000D_ ----_x000D_ 1. Less active than other children of {his/her} age?_x000D_ 2. About as active?_x000D_ 3. Slightly more active?_x000D_ 4. A lot more active than other children of {his/her} age?_x000D_ |
Activity level | P-RQ2, P-RQ5 |
| CHQ | CHQ110 | Question “Does {CHILD} have any emotional or psychological difficulties?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 |
| CHQ | CHQ111 | Question “Do you think {CHILD}’s emotional or psychological difficulties are a mild problem, a moderate problem, or a severe problem?”_x000D_ ----_x000D_ 1. Mild problem_x000D_ 2. Moderate problem_x000D_ 3. Severe problem_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 |
| CHQ | CHQ115 | Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of an issue with {independence and taking care of {himself/herself}{,} {or}/paying attention{,} {or}/learning, thinking, and solving problems{,} {or}/ coordination in moving {his/her} arms and legs{,} {or}/behaving and relating to other children{,} {or}/ behaving and relating to adults{,} {or}/{his/her} overall activity level{,} {or}/{his/her} emotional or psychological difficulties}?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ120 | Question “{Since last spring, have you obtained/Did you obtain} a diagnosis or diagnoses of a problem from a professional?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125 | Question “What was the diagnosis or were the diagnoses?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ125a | Question “What type of learning disability does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ125aOS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ126 | Question “What type of autistic spectrum disorder does {CHILD} have?”_x000D_ ----_x000D_ 1. Asperger's syndrome_x000D_ 2. Autism_x000D_ 3. Pervasive developmental disorder (PDD)_x000D_ 4. Rett syndrome_x000D_ 5. Childhood disintegrative disorder (CDD)_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ126OS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ127 | Question: “What type of emotional disturbance does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ127OS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ130 | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ131a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder /an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ131b | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ135a | Question “What was the month and year when the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ140 | Question “Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/Attention deficit disorder (ADD) / Attention-deficit hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/intellectual or cognitive disability/orthopedic impairment/emotional disturbance/traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ155 | Question “Is {CHILD} medicated for ADD or ADHD to help with behavior at school, at home, or both?”_x000D_ ----_x000D_ 1. At school_x000D_ 2. At home_x000D_ 3. Both at school and at home_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ173 | Question “How long has {CHILD} taken such prescription medicine for {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder /intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}, in total?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. Less than a year_x000D_ 3. 1 to 2 years_x000D_ 4. 3 to 4 years_x000D_ 5. 5 years or more_x000D_ |
Prescription medications | P-RQ2 |
| CHQ | CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others...”_x000D_ _x000D_ InstResp “If {CHILD} differs on any of these, answer for the area in which the child has the most difficulty.”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ205 | Question “When {CHILD} was younger, did {he/she} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206a | Question “Did or does {CHILD} have any of the following? _x000D_ _x000D_ Problem with talking too loudly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206b | Question “Problem with talking too softly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206c | Question “A problem chewing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206d | Question “A problem swallowing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206e | Question “{Continued} Did or does {CHILD} have any of the following? _x000D_ _x000D_ A problem with stuttering”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206f | Question “A cleft lip and/or palate”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206g | Question “Abnormalities of the face or head”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ206h | Question “Malformation of the ear”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 |
| CHQ | CHQ210 | Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of {his/her} ability to communicate?” _x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ216 | Question “Which best describes {CHILD}’s hearing?”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ217 | Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ218 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ219 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ220 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ221 | Question “Is {CHILD}’s hearing worse in one ear?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ222 | Question “Which best describes {CHILD}'s hearing in {his/her} worse ear?” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ235 | Question “{Since last spring has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?”_x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional._x000D_ _x000D_ For the hearing and vision questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ246 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Ear wax_x000D_ 2. Ear canal deformity_x000D_ 3. Ear infection_x000D_ 4. Fluid in the ear_x000D_ 5. Eardrum problem_x000D_ 6. Illness_x000D_ 7. Cytomegalovirus (CMV)_x000D_ 8. Ototoxic exposure to drugs or medicines_x000D_ 9. Noise exposure_x000D_ 10. Genetic cause_x000D_ 11. Injury or trauma to head and neck_x000D_ 12. Ear or facial surgery_x000D_ 13. Nerve deafness_x000D_ 14. Central auditory processing disorder_x000D_ 15. Deafness_x000D_ 16. Hearing loss, cause unknown_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ246OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ SaVisble “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ250b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ Pre-unit: “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ250c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ256 | Question “{Since last spring, has {CHILD} gotten/Has {CHILD} ever worn} a hearing aid?”_x000D_ ----_x000D_ 1. Yes, currently_x000D_ 2. Yes, in the past_x000D_ 3. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ InstResp “This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ257c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ258 | Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ259 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid{s}. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ260 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ261 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ262 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ263 | Question “{Since last spring has/Has} a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ264c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ270 | Question “Does {CHILD} have a cochlear implant?”_x000D_ ----_x000D_ 1. Yes, one ear only – right ear_x000D_ 2. Yes, one ear only – left ear_x000D_ 3. Yes, in both ears_x000D_ 4. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ271 | Question “In what year was it implanted?”_x000D_ _x000D_ Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272a | Question “How old was {CHILD} when it was implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272b | Question “How old was {CHILD}, in months, when it was implanted?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ272c | Question “How old was {CHILD}, in years, when it was implanted?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ273 | Question “In what years were they implanted?”_x000D_ _x000D_ Unit “and” _x000D_ _x000D_ Watermark “Enter year for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ274 | Watermark “Enter year for right ear” | Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275a | Question “{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275b | Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ275c | Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ276b | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for right ear”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ276c | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for right ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ277 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s). _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ278 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ279 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ280 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 |
| CHQ | CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ301 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsighted (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ301OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |
| CHQ | CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ305b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem was made?” Pre-unit “Months:” Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ305c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ310a | Question “What was the month and year the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 |
| CHQ | CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ313 | Question “Does {CHILD} have glasses or contact lenses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 |
| CHQ | CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | P-RQ2, P-RQ5 |
| CHQ | CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ385 | Question “Is {CHILD} still receiving any of these services?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ390a | Question “What is the month and year when the last of these services was received?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| CHQ | CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat satisfied_x000D_ 5. Very dissatisfied_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 |
| VIQ | VIQ010 | Question “Now we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ020 | Question “How often has this happened?” _x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ021 | Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ022 | Question “How often has this happened?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ030 | Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ040 | Question “How often has this happened?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ050 | Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 |
| VIQ | VIQ060 | Question “How often has this happened?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 |
| PPQ | PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
Respondent’s general health status | P-RQ5 |
| PPQ | PPQ225 | Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_ ----_x000D_ 1. A lot of stress_x000D_ 2. A moderate amount of stress_x000D_ 3. Relatively little stress_x000D_ 4. Almost no stress at all_x000D_ |
Overall life stress | P-RQ5 |
| PPQ | PPQ226 | Question “During the past 12 months, to what extent would you agree that the coronavirus pandemic has increased your amount of stress?”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Overall life stress | P-RQ5 |
| FDQ | FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2021._x000D_ _x000D_ {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months}, that is, since last {CURRENT MONTH}, 2021, for {{CHILD}/children living in the household who are under 18 years old}._x000D_ _x000D_ {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2021, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ300 | Question “During the last 6 months, did you or anyone in your household get free groceries or a free meal because of money problems related to the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 |
| FDQ | FDQ305 | Question “Where did you get free groceries or free meals?”_x000D_ _x000D_ InstResp: Select all that apply._x000D_ ----_x000D_ 1. Free meals through the school or other programs aimed at children_x000D_ 2. Food pantry or food bank_x000D_ 3. Home-delivered meal service like Meals on Wheels_x000D_ 4. Church, synagogue, temple, mosque or other religious organization_x000D_ 5. Shelter or soup kitchen_x000D_ 6. Other community program_x000D_ 7. Family, friends, or neighbors_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 |
| PEQ | PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).} What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {mother/father}} {have/has} completed?" ---- 0. Never went to school 1. 1st grade 2. 2nd grade 3. 3rd grade 4. 4th grade 5. 5th grade 6. 6th grade 7. 7th grade 8. 8th grade 9. 9th grade 10. 10th grade 11. 11th grade 12. 12th grade but no diploma 13. High school equivalent/GED 14. High school diploma 15. Vocational or technical program after high school but no vocational/technical diploma 16. Vocational or technical program after high school, diploma 17. Some college but no degree 18. Associate's degree 19. Bachelor's degree 20. Graduate or professional school but no degree 21. Master's degree (MA, MS) 22. Doctorate degree (Ph.D, Ed.D) 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.) |
Diplomas or degrees parent has obtained | P-RQ1, P-RQ2 |
| PEQ | PEQ050 | Question “{Now we have some questions about {CHILD}’s parents’ education.} {Are you/Is {NAME}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently attending or enrolled in any courses from a school, college, or university?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 |
| PEQ | PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 |
| EMQ | EMQ020 | Question “{Now we would like to ask about employment.} During the past week, did {you/{NAME}} work for pay?” _x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, select yes.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ030 | Question “{Were you/Was {NAME}} on leave or vacation from a job?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ040 | Question “How many jobs {do you/does {NAME}} have now?”_x000D_ _x000D_ Pre-unit “Jobs:”_x000D_ _x000D_ Watermark “Number of jobs” |
Parents’ current employment | P-RQ1, P-RQ2 |
| EMQ | EMQ050 | Question “About how many total hours per week {do you/does {NAME}} usually work for pay{, counting {both jobs/all{#} jobs}?” _x000D_ _x000D_ InstResp “If hours vary, provide average hours per week.”_x000D_ _x000D_ Pre-unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Parents’ work schedule | P-RQ1, P-RQ2 |
| EMQ | EMQ060 | Question “{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?”_x000D_ _x000D_ Inst Resp “By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending/submitting a resume or filling out applications; contacting a school or university employment center; or checking a union or professional register.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Looking for work | P-RQ1, P-RQ2 |
| EMQ | EMQ070 | Question “What {have you/has {NAME}} been doing in the past 4 weeks to find work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Checked with public employment agency_x000D_ 2. Checked with private employment agency_x000D_ 3. Checked with employer directly/sent resume_x000D_ 4. Checked with friends or relatives_x000D_ 5. Placed or answered ads/sent resume/applications_x000D_ 6. Contacted school/university employment center_x000D_ 7. Checked a union register or professional register_x000D_ 8. Attended job training_x000D_ 9. Read want-ads/Internet search_x000D_ 91. Something else (Please specify):_x000D_ |
Looking for work | P-RQ1, P-RQ2 |
| EMQ | EMQ070OS | Other specify for looking for work | P-RQ1, P-RQ2 | |
| EMQ | EMQ080 | Question “What {were you/was {NAME}} doing most of last week?” _x000D_ _x000D_ InstResp “If you did more than one of the following last week, please select the one you did the most.”_x000D_ ----_x000D_ 1. Keeping house or caring for children or other family members_x000D_ 2. Going to school_x000D_ 3. Retired_x000D_ 4. Unable to work_x000D_ 91. Something else (Please specify):_x000D_ |
Availability for work | P-RQ1, P-RQ2 |
| EMQ | EMQ080OS | Other specify for availability for work | P-RQ1, P-RQ2 | |
| EMQ | EMQ100 | Question “Could {you/{NAME}} have taken a job last week if one had been offered?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability for work | P-RQ1, P-RQ2 |
| EMQ | EMQ120 | Question “For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? _x000D_ _x000D_ InstResp “Please type the name of the company, business, organization, or other employer. {If {you/{NAME}} {work/works} more than one current job, type the one at which {you spend/{NAME} spends} the most time.}_x000D_ _x000D_ Pre-unit “Name:”_x000D_ _x000D_ Watermark “Enter employer name” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ130 | Question “What kind of business or industry {is/was} this?” _x000D_ _x000D_ InstResp “Please describe what they make or do. For example, TV and radio manufacturing, retail shoe store, state labor department, farming.”_x000D_ _x000D_ Pre-unit “Business or industry:”_x000D_ _x000D_ Watermark “Enter industry description” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ140 | Question “What kind of work {are/is/were/was} {you/{NAME}} doing?” _x000D_ _x000D_ InstResp “Please type what {your/{NAME}'s} job {is/was} called. For example, electrical engineer, stock clerk, administrative assistant, or farmer.”_x000D_ _x000D_ Pre-unit “Title:”_x000D_ _x000D_ Watermark “Enter job title” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ150 | Question “What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job?”_x000D_ _x000D_ InstResp “For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.”_x000D_ _x000D_ Pre-unit “Duties:”_x000D_ _x000D_ Watermark “Enter job duties” |
Occupation and industry | P-RQ1, P-RQ2 |
| EMQ | EMQ210 | Question “Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 |
| EMQ | EMQ215 | Question “{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?”_x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 |
| WPQ | WPQ170 | Question “Does {CHILD} receive complete school lunches for free or reduced price at school?”_x000D_ _x000D_ InstResp “By complete school lunch, we mean a complete meal such as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch {he/she} brought from home.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ180 | Question “Are these lunches free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ200 | Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ215 | Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ216 | Question “Are these breakfasts free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| WPQ | WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 |
| PAQ | PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 or more_x000D_ |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 |
| PAQ | PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 |
| PAQ | PAQ121 | Question “Did you use a voucher provided by the government to attend {his/her} current school?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of a government voucher to attend school | P-RQ3, P-RQ4 |
| PAQ | PAQ138 | Question “Since {CHILD} was born, have you had to move from your home because you couldn’t afford it?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether the family has had to leave their home because they could not afford it | P-RQ2, P-RQ5 |
| CMQ | CMQ010 | Question "Since {CHILD} was born, how many different places has {CHILD} lived for four months or more?”_x000D_ _x000D_ InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or more?”_x000D_ _x000D_ Watermark “Number of places” |
Number of places lived | P-RQ2, P-RQ5 |
| CMQ | CMQ020 | Question "Why did you move?”_x000D_ _x000D_ InstResp "Select all that apply. Please select reasons for all moves since {CHILD} was born."_x000D_ ----_x000D_ 1. So child could go to a better school_x000D_ 2. Bought a house_x000D_ 3. Moved to be nearer job; job-related reasons_x000D_ 4. Moved to nicer apartment/house_x000D_ 5. Moved to safer area, crime-related reasons_x000D_ 6. Moved to less expensive living quarters_x000D_ 7. Bank had to buy back the home (foreclosed)_x000D_ 8. Was evicted, could not pay rent in previous residence_x000D_ 9. Old house/apartment was damaged_x000D_ 10. Moved because of marital separation, divorce, death in family_x000D_ 91. Other (Please specify):_x000D_ |
Why the family moved | P-RQ2, P-RQ5 |
| CMQ | CMQ020OS | Other specify for why the family moved | P-RQ2, P-RQ5 | |
| CMQ | CMQ021a | Question "How long has {CHILD} lived in {his/her} current residence?”_x000D_ _x000D_ Watermark “Years” |
Length of time at current residence | P-RQ2, P-RQ5 |
| CMQ | CMQ021b | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Months” |
Length of time at current residence | P-RQ2, P-RQ5 |
| CMQ | CMQ022 | Question "In case we contact you for the next survey two years from now, we would like to ask a few questions about how to reach you.”_x000D_ _x000D_ InstResp “Select Next to continue.” |
Introduction to contact information | NA |
| CMQ | CMQ026a | Question "Please enter your contact information. _x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]” |
Email address | NA |
| CMQ | CMQ026b | Question "Or_x000D_ _x000D_ Mobile Number:" |
Telephone number | NA |
| CMQ | CMQ060 | Question “Is there a second phone number, such as a work number or a friend or relative's number, where you can sometimes be reached?”_x000D_ _x000D_ InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA |
| CMQ | CMQ100 | Question “We have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA |
| CMQ | CMQ140 | Question "What is that telephone number?_x000D_ _x000D_ Enter {new} second telephone number:”_x000D_ _x000D_ InstResp “If it is a mobile phone number, message and data rates may apply.” |
Telephone number | NA |
| CMQ | CMQ140b | Question "Please enter an extension if there is one._x000D_ _x000D_ Extension” |
Telephone number | NA |
| CMQ | CMQ150 | Question “Where is this telephone located or to whom does this number belong?”_x000D_ ----_x000D_ 1. Office/place of business_x000D_ 2. Relative (Please specify):_x000D_ 3. Neighbor (Please specify):_x000D_ 4. Friend (Please specify):_x000D_ 5. Mobile phone_x000D_ 6. Home phone/landline_x000D_ 7. Other (Please specify):_x000D_ |
Telephone number | NA |
| CMQ | CMQ150OS | InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” | Other specify for telephone number | NA |
| CMQ | CMQ200 | Question “We have recorded that {NAME OF RELATIVE/FRIEND}_x000D_ _x000D_ at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE}_x000D_ _x000D_ will always know where you are if you move. Is this still true?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ205 | Question “Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ210a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA |
| CMQ | CMQ210b | Question Last Name:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210c | Question Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210d1 | Question " Mailing address:_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA |
| CMQ | CMQ210e | Question “City:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210f | Question “State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ210g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ210h | Question “Please {enter/correct} person’s relationship to you:"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ300 | We have also recorded that {NAME OF RELATIVE/FRIEND} _x000D_ _x000D_ at {EMAIL ADDRESS} _x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE} _x000D_ _x000D_ will always know where you are if you move. Is this still true?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ305 | Question “Besides {PERSON FROM PRELOAD/PERSON AT CMQ210a}, is there another relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ310a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name:” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310b | Question “Last Name:” | Contact persons to locate the parent | NA |
| CMQ | CMQ310c | Question “Email address:”_x000D_ _x000D_ Watermark “[email protected]” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310d1 | Question “Mailing address:_x000D_ _x000D_ Address Line 1:” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310d2 | Question “Address Line 2:”_x000D_ _x000D_ Watermark “Apartment number” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310e | Question “City:” | Contact persons to locate the parent | NA |
| CMQ | CMQ310f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA |
| CMQ | CMQ310g | Question "ZIP code:" | Contact persons to locate the parent | NA |
| CMQ | CMQ310h | Question “Please {enter/correct } person's relationship to you:”_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA |
| CMQ | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | NA |
| CMQ | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete the survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| TQA | A0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| TQA | A1 | Question “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Full-day_x000D_ 2. Morning half-day class_x000D_ 3. Afternoon half-day class_x000D_ 4. One class, some children stay for a full-day, some for a half-day_x000D_ |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A2 | Question “How many hours per day does your {morning class/afternoon class/full-day class} normally meet?”_x000D_ _x000D_ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Hours per day” |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A3 | Question “How many days per week does your {morning class/afternoon class/full-day class} normally meet?”_x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Days per week” |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A4 | Question “What type of kindergarten program(s) do you teach in your {morning class/afternoon class/full-day class}?”_x000D_ ----_x000D_ 1. Regular 1-year kindergarten program_x000D_ 2. First year of a 2-year kindergarten program_x000D_ 3. Second year of a 2-year kindergarten program_x000D_ 4. Transitional kindergarten program_x000D_ 5. Transitional/pre-first grade program_x000D_ 6. Ungraded program with at least some kindergarten-aged students_x000D_ 7. Multigrade program with at least some kindergarten-aged children_x000D_ 8. Special education_x000D_ class |
Program type (regular kindergarten, 2-year kindergarten, transitional program, etc.); | T-RQ1 |
| TQA | A5 | Question “Do you currently teach a multigrade class?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Grade levels of classes the teacher teaches | T-RQ1 |
| TQA | A6 | Question “What grade levels are included in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Prekindergarten_x000D_ 2. Transitional kindergarten_x000D_ 3. Regular kindergarten_x000D_ 4. Transitional/pre-first grade_x000D_ 5. First grade_x000D_ 6. Second grade_x000D_ 7. Third grade or higher_x000D_ |
Program type (regular kindergarten, 2-year kindergarten, transitional program, etc.); | T-RQ1 |
| TQA | A7a | Question “As of today's date, how many children that you teach in your {full-day class/morning class/afternoon class} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7b | Question “4 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7c | Question “5 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7d | Question “6 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7e | Question “7 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7f | Question “8 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7g | Question “9 years old or older”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A7h | Question: “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8a | Question “As of today's date, how many of the students you teach are members of the following groups in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ Inst "Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race." _x000D_ “Hispanic or Latino/Latina of any race ”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8b | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8c | Question “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8f | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8g | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8h | Question “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A9a | Question “As of today's date, how many boys and girls are there in your {full-day class/morning class/afternoon class}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A9b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A9c | Question “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A10 | Question “How many of the children in your {full-day class/morning class/afternoon class} are repeating kindergarten this year?_x000D_ InstResp “If none, enter “0.” In your count, include children who participated in any type of kindergarten last year and are now in any type of kindergarten this year. Kindergarten includes traditional kindergarten, Transitional Kindergarten (TK), Early Transitional Kindergarten (ETK), Readiness Kindergarten, Transitional or Prefirst Grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.” _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A11a | Question “As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class} have been identified for an IEP?_x000D_ _x000D_ Boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11b | Question “Girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11c | Question “English language learners (ELL)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11d | Question “{Continued} As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class} have been identified for an IEP? Hispanic or Latino/Latina of any race”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11e | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11f | Question “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11g | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11h | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11i | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A11j | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A12 | Question “During this school year, approximately how many of all the students that you teach have experienced housing insecurity or homelessness?" Pre-unit: "Number:" _x000D_ Watermark: “Enter number”_x000D_ _x000D_ “Don’t know” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | T-RQ2 |
| TQA | A12b | Question “or”_x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent”_x000D_ _x000D_ "Don't Know" |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | T-RQ2 |
| TQA | A13a | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Name all upper and lower case letters”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13b | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Read sight words”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13c | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Uses morphemes to decode new words”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13d | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Uses morphemes to figure out meanings of new words” ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13e | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Recognize numbers to 20”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13f | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Counting forward from a given number other than 1”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13g | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Write numbers to 20”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A13h | Question “What proportion of the children in your {full-day class/morning class/afternoon class} demonstrated the following skills when they started school this year?_x000D_ _x000D_ Add or subtract two single digit numbers”_x000D_ ----_x000D_ 1. Less than ¼ of the children_x000D_ 2. About ¼ of the children_x000D_ 3. About ½ of the children_x000D_ 4. About ¾ of the children_x000D_ 5. More than ¾ of the children_x000D_ |
Students’ reading and mathematics skills upon kindergarten entry |
T-RQ8 |
| TQA | A14a | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class spend in the following activities? _x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization (teacher-directed and child-selected activities) | T-RQ1 |
| TQA | A14b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization (teacher-directed and child-selected activities) | T-RQ1 |
| TQA | A14c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization (teacher-directed and child-selected activities) | T-RQ1 |
| TQA | A14d | Question “Working in small groups with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization (teacher-directed and child-selected activities) | T-RQ1 |
| TQA | A14e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization (teacher-directed and child-selected activities) | T-RQ1 |
| TQA | A15 | Question “How often do you provide explicit instruction in morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | A16 | Question “Do you implement any of the following technology use practices as learning tools in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal tablets, cell phones, or other digital devices_x000D_ 2. Require students to use personal tablets, cell phones, or other digital devices_x000D_ 3. Encourage students to use school-provided tablets or other digital devices_x000D_ 4. Require students to use school-provided tablets or other digital devices_x000D_ 5. Encourage students to use school computers_x000D_ 6. Require students to use school computers_x000D_ 7. None of the above_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | A17 | Question “Which of the following best describes the mode of instruction that you use in your classes?”_x000D_ ----_x000D_ 1. In person instruction only_x000D_ 2. Web-based instruction only_x000D_ 3. Blended instruction_x000D_ |
Instructional activities | T-RQ1 |
| TQA | A18 | Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person?" _x000D_ Watermark “Enter percentage” |
Instructional activities | T-RQ1 |
| TQA | A19 | Question “In some schools, special efforts are made to make the transition into kindergarten less difficult for children. Are any of the following done in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. I (or someone at the school) phone or send home information about kindergarten program to parents._x000D_ 2. Preschoolers spend some time in the kindergarten classroom._x000D_ 3. The school days are shortened at the beginning of the school year._x000D_ 4. Parents and children visit kindergarten prior to the start of the school year._x000D_ 5. I (or another teacher) visit the homes of the children at the beginning of the school year._x000D_ 6. Parents come to the school for orientation prior to the start of the school year._x000D_ 7. Staggered school entry where kindergartners start the school year in smaller groups before meeting with the full class._x000D_ 8. None of the above_x000D_ |
Transition activities into kindergarten | T-RQ1 |
| TQA | A20 | Question “Many schools have PTAs/PTOs that help provide additional support to their school. Which of the following are supported by funds raised by your PTA/PTO?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups.”_x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Books for your class library_x000D_ 2. Technology for your classroom (Smartboards, Chromebooks, tablets, apps, etc.)_x000D_ 3. Basic classroom supplies (paper, pencils, crayons, etc.)_x000D_ 4. Classroom art supplies (for musical, visual, dance, and dramatic arts activities)_x000D_ 5. Field trips_x000D_ 6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs)_x000D_ 7. PTA/PTO does not provide funds to support my classroom_x000D_ 8. Our school does not have a PTA/PTO_x000D_ 91. Other (Please specify):_x000D_ |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 |
| TQA | A20OS | Other specify for PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 | |
| TQA | A21 | Question “How often does disruptive student behavior interfere with your instruction in your {full-day class /morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Overall behavior of the class | T-RQ1 |
| TQA | A22 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
School climate | T-RQ1 |
| TQA | A23a | Question “To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes_x000D_? _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A23g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ1 |
| TQA | A24a | Question “To what extent do you agree that you teach the following social and emotional competencies in your classes?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | A24b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | A24c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | A24d | Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | A24e | Question “Responsible decision making (teaching students to identify problems and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | A25a | Question “How strongly do you agree or disagree that you utilize the following practices in your classes?_x000D_ _x000D_ Display pictures, posters, artwork and other décor that reflect the cultures and ethnic backgrounds of each student in your class”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types | T-RQ1 T-RQ2 |
| TQA | A25b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types | T-RQ1 T-RQ2 |
| TQA | A25c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types | T-RQ1 T-RQ2 |
| TQA | A25d | Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them in your classes”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A26 | Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27a | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways? _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27b | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27c | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27d | Question “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27e | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A27f | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A28 | Question “What languages are used for academic instruction in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A28OS | Other specify for use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
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| TQA | A29 | Question “Now please think about all of the books and other written materials in your classroom. In which languages other than English are these written?”_x000D_ _x000D_ InstResp “Select all that apply. If you teach more than one class, consider all your classes.”_x000D_ ----_x000D_ 1. None other than English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
| TQA | A29OS | Other specify for use of languages other than English in the classroom (e.g. instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ1 T-RQ3 |
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| TQA | A30 | Question “Do any of the children in your {full-day class/morning class/afternoon class} speak a language other than English (aside from native English speakers who are learning a foreign language)? Please include all children who speak a non-English language, including those who speak English well.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ1 T-RQ3 |
| TQA | A31 | Question “Which languages other than English are spoken by one or more children in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or_x000D_ Korean 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages used in the classroom | T-RQ1 T-RQ3 |
| TQA | A31OS | Other specify for languages used in the classroom | T-RQ1 T-RQ3 |
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| TQA | A32 | Question “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ1 T-RQ3 |
| TQA | A33 | Question “How many English language learners (ELL) do you have in your {full-time class/morning class/afternoon class}? _x000D_ _x000D_ Number of ELL children”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number”_x000D_ |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ1 T-RQ3 |
| TQA | A34a | Question “How many of the ELL children in your {full-day class/morning class/afternoon class} receive instruction designed to teach listening, speaking, reading, and writing English language skills to children with limited English proficiency in the following ways?_x000D_ _x000D_ Receive no ELL instruction in the school”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional approach for English language learners | T-RQ1 T-RQ3 |
| TQA | A34b | Question “Receive ELL instruction within the regular class”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional approach for English language learners | T-RQ1 T-RQ3 |
| TQA | A34c | Question “Receive ELL instruction outside the regular class within the school setting”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional approach for English language learners | T-RQ1 T-RQ3 |
| TQA | A35 | Question “If you provide specialized language instruction in your {full-day class/morning class/afternoon class} for English language learners (ELL), would you say this instruction is primarily:”_x000D_ ----_x000D_ 1. English as a Second Language (ESL)_x000D_ 2. Bilingual education_x000D_ 3. Dual-language (also called two-way immersion (TWI))_x000D_ 4. No specialized language instruction provided_x000D_ |
Instructional approach for English language learners | T-RQ1 T-RQ3 |
| TQA | A36 | Question “Which languages other than English are spoken by you or any other teacher or aide to the ELL children in your {full-day class/morning class/afternoon class} for instructional support or conversation?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. None other than English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Languages used in the classroom | T-RQ1 T-RQ3 |
| TQA | A36OS | Other specify for languages used in the classroom | T-RQ1 T-RQ3 |
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| TQA | A37 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. 1-15 minutes_x000D_ 2. 16-30 minutes_x000D_ 3. 31-60 minutes_x000D_ 4. More than 60 minutes_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1a | Question “Next we would like to ask about students' kindergarten readiness and their parental support. How important do you believe the following characteristics are for a child to be ready for kindergarten? _x000D_ _x000D_ Finishes tasks”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1b | Question “Can count to 20 or more”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1c | Question “Takes turns and shares”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1d | Question “Has good problem-solving skills”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1e | Question “Is able to use pencils and paint brushes”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1f | Question “Is not disruptive of the class”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1g | Question “{Continued }How important do you believe the following characteristics are for a child to be ready for kindergarten?_x000D_ _x000D_ Knows the English language”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1h | Question “Is sensitive to other children's feelings”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1i | Question “Sits still and pays attention”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1j | Question “Knows most of the letters of the alphabet”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1k | Question “Can follow directions”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1l | Question “Identifies primary colors and shapes”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B1m | Question “Communicates needs, wants, and thoughts verbally in primary language”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Not very important_x000D_ 3. Somewhat important_x000D_ 4. Very important_x000D_ 5. Essential_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2a | Question “Please indicate the extent to which you agree with each of the following statements on children's preparation for school. _x000D_ _x000D_ Attending preschool (for example, nursery school, prekindergarten, or Head Start) is very important for success in kindergarten.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2b | Question “Children who begin formal reading and math instruction in preschool will do better in elementary school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2c | Question “Parents should make sure their children know the alphabet before they start kindergarten.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2d | Question “Most children should learn to read in kindergarten.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2e | Question “Parents need help in learning how to teach their children how to read.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2f | Question “Parents should set aside time every day for their kindergarten children to practice school work.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2g | Question “Homework should be given to kindergarten children almost every day.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B2h | Question “Parents should read to their children and play counting games at home regularly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Views on transition into kindergarten activities and school “readiness." | T-RQ1 T-RQ4 |
| TQA | B3a | Question “Next we would like to ask a few questions about your teaching position. How much control do you feel you have in your classroom in the following areas? _x000D_ _x000D_ Selecting skills to be taught”_x000D_ ----_x000D_ 1. No control_x000D_ 2. Slight control_x000D_ 3. Some control_x000D_ 4. Moderate control_x000D_ 5. A great deal of control_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | B3b | Question “Deciding teaching techniques”_x000D_ ----_x000D_ 1. No control_x000D_ 2. Slight control_x000D_ 3. Some control_x000D_ 4. Moderate control_x000D_ 5. A great deal of control_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | B3c | Question “Disciplining children”_x000D_ ----_x000D_ 1. No control_x000D_ 2. Slight control_x000D_ 3. Some control_x000D_ 4. Moderate control_x000D_ 5. A great deal of control_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | C1 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | C2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | C3 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | C4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C5 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C6a | Question “What is the name of the college or university where you earned your highest degree?” | Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C6b | Question "City:" | Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C6c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C7 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as reading/literacy education, math education, secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-educational major (such as History, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C8 | Question “What was the major field(s) of study of your highest level graduate degree.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-educational major (such as History, English, etc.)_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C9 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading/language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C10 | Question “Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Type of teaching certification held | T-RQ4 |
| TQA | C11 | Question “In what areas are you certified?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Elementary education_x000D_ 2. Early childhood education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or instruction for English language learners (ELL)_x000D_ 91. Other (Please specify):_x000D_ |
Type of teaching certification held | T-RQ4 |
| TQA | C11OS | Other specify for Type of teaching certification held | T-RQ4 | |
| TQA | C12a | Question: "Which of the following best describes the type of educator preparation program you participated in while earning your current or initial certification?_x000D_ _x000D_ Initial certification"_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C12b | Question “Current certification"_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | C13 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
National Board certification | T-RQ4 |
| TQA | C14 | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
National Board certification | T-RQ4 |
| TQA | C15 | Question “The next few questions pertain to your years of experience. _x000D_ _x000D_ Counting this school year, how many years have you taught in your current school, including part-time teaching?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C16 | Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part-time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17a | Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part-time?_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year teaching, enter "1". Enter "0" if you have never taught the grade or program listed._x000D_ _x000D_ “Preschool”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17b | Question “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year teaching, enter "1". Enter "0" if you have never taught the grade or program listed.”_x000D_ _x000D_ “Kindergarten”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17c | Question “First grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17d | Question “Second grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17e | Question “Third grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17f | Question “Fourth grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17g | Question “Fifth grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17h | Question “Sixth grade or higher”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17i | Question “{Continued }Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part-time?_x000D_ _x000D_ English as a Second Language (ESL), bilingual education, and/or dual language program”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year teaching, enter "1". Enter "0" if you have never taught the grade or program listed._x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17j | Question “Special education program”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17k | Question “Program for gifted children”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17l | Question “Art or music program”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C17m | Question “Physical education program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | C18 | Question “How long do you plan to continue to teach?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Intention to remain in teaching | T-RQ4 |
| TQA | C19 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| TQA | A0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| TQA | A1 | Question “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Full-day_x000D_ 2. Morning half-day class_x000D_ 3. Afternoon half-day class_x000D_ 4. One class, some children stay for a full-day, some for a half-day_x000D_ |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A2a | Question “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:_x000D_ _x000D_ Are currently enrolled in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A2b | Question “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A2c | Question “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A3a | Question “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
| TQA | A3b | Question “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
| TQA | A3c | Question “Are below grade level in their English reading skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3d | Question “Are about on grade level in their English reading skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3e | Question “Are above grade level in their English reading skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3f | Question “{Continued} How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_ _x000D_ Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3g | Question “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3h | Question “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A4a | Question “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
| TQA | A4b | Question “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
| A4c | Question “During this school year, approximately what percentage of students in your classes that you teach have experienced housing insecurity or homelessness?" _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | T-RQ8 | |
| TQA | A5a | Question “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A5b | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A5c | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A5d | Question “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Speech or language impairments”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5e | Question “Specific learning disabilities”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5f | Question “Emotional disturbances”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5g | Question “Intellectual disability”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5h | Question “Developmental delay”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5i | Question “Visual impairments (including blindness)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5j | Question “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Hearing impairments (including deafness)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5k | Question “Orthopedic impairments”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5l | Question “Other health impairments”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5m | Question “Autism”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5n | Question “Traumatic brain injury”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5o | Question “Deaf-blindness”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5p | Question “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)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5q | Question “Other (Please specify)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A5qOS | Other specify for numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 | |
| TQA | A6a | Question “For how many of the children in your {full-day class/morning class/afternoon class} with diagnosed disabilities do the following apply?_x000D_ _x000D_ Have an Individualized Education Program (IEP) for children with disabilities”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 T-RQ3 |
| TQA | A6b | Question “Have a Section 504”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of students with IEPs or 504 Plans | T-RQ2 T-RQ3 |
| TQA | B1a | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities? _x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1d | Question “Working in small groups with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| B1f | Question “Do you implement any of the following technology use practices as learning tools in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal tablets, cell phones, or other digital devices_x000D_ 2. Require students to use personal tablets, cell phones, or other digital devices_x000D_ 3. Encourage students to use school-provided tablets or other digital devices_x000D_ 4. Require students to use school-provided tablets or other digital devices_x000D_ 5. Encourage students to use school computers_x000D_ 6. Require students to use school computers_x000D_ 7. None of the above_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | |
| B1g | Question “Which of the following best describes the mode of instruction that you use in your classes?”_x000D_ _x000D_ ----_x000D_ 1. In person instruction only_x000D_ 2. Web-based instruction only_x000D_ 3. Blended instruction_x000D_ |
Instructional activities | T-RQ1 | |
| B1h | Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person? _x000D_ _x000D_ Watermark “Enter percentage” |
Instructional activities | T-RQ1 | |
| TQA | B2a | Question “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?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2b | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2c | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2d | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2e | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2f | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2g | Question “{Continued} 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?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2j | Question “Foreign language (excluding English for ELL students)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3a | Question “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?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3b | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3c | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3d | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3e | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3f | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| B3g | Question “{Continued} 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?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | |
| TQA | B3h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3j | Question “Foreign language (excluding English for ELL students)”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Not applicable/never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B4 | Question “The next few questions ask about disruptive student behavior interfering with instruction in your class or classes. How often does disruptive student behavior interfere with instruction in your class or classes?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Overall behavior of the class | T-RQ1 |
| TQA | B5 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 |
| TQA | B6a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B6b | Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B6c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit “Number of minutes:”_x000D_ _x000D_ Watermark “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7b | Question “When you use achievement groups for math, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit “Number of minutes:”_x000D_ _x000D_ Watermark “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B8a1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Extra individual assistance from you”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services | T-RQ1 T-RQ3 |
| TQA | B8a2 | Question “How many minutes per session of extra help in reading do they receive from you, on average?”_x000D_ _x000D_ InstResp “Do not count time spent moving between class and the service.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8b1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from an aide or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8b2 | Question “How many minutes per session of extra help in reading do they receive from the aide or volunteer, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8c1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from a credentialed specialist”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8c2 | Question “How many minutes per session of extra help in reading do they receive from the specialist, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Additional reading services | T-RQ1 T-RQ3 |
| TQA | B8d1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Pull-out instruction in small groups”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services | T-RQ1 T-RQ3 |
| TQA | B8d2 | Question “How many minutes per session of extra help in reading do they receive in the small group, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Additional reading services | T-RQ1 T-RQ3 |
| TQA | B8f1 | Question “How many minutes per session of extra help in reading do they receive in other reading support, on average, not counting time spent moving between class and the service.” _x000D_ _x000D_ InstResp: "Enter number in box. If none, enter "0."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Additional reading services | T-RQ1 T-RQ3 |
| TQA | B8f1OS | Question “Please describe the other reading support” | Other specify for additional reading services | T-RQ1 T-RQ3 |
| TQA | B10a | Question “How often do the children in your class(es) do the following activities? _x000D_ _x000D_ Go to the school library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B10b | Question “Borrow materials from the library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B11 | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B12a | Question “In a typical day, how much time does/do your class(es) spend in the following activities?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ “Lunch”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B12b | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B12c | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B13a | Question “The next few questions are about paid aides. How many hours a week do regular aides usually assist you in the following ways?_x000D_ _x000D_ Working directly with children on instructional tasks”_x000D_ _x000D_ InstResp: “If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B13b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B14a | Question “How many hours a week do special education aides usually assist in your class or classes in the following ways?”_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ InstResp: “If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B14b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B15a | Question “How many hours a week do ESL or bilingual education aides usually assist in your class or classes in the following ways?”_x000D_ _x000D_ InstResp “If none, enter “0.””_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B15b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)” Pre-unit: “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B16a | Question “How many hours a week do volunteers usually assist in your class or classes in the following ways?”_x000D_ _x000D_ InstResp “If there are two or more volunteers please add up their weekly hours. If none, enter “0.””_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B16b | Question “Doing non-instructional work (for example photocopying, preparing materials, etc.)” Pre-unit: “Number:” Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B17a | Question “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:_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B17b | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B17c | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18a | Question “In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Textbooks”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18b | Question “Tradebooks (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18c | Question “Basal reader books”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18d | Question “Manipulatives (for example, blocks, puzzles)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18e | Question “Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18f | Question “Visual display technology (for example, Smart Board)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18g | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18h | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18i | Question “Paper and pencils”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18j | Question “Printing and reproduction”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18k | Question “Art materials, paints, clays”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18l | Question “Musical instruments”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18m | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Musical recordings”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18n | Question “Materials for teaching ELL children”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18o | Question “Materials for teaching children with disabilities”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18p | Question “Heat and air-conditioning”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18q | Question “Classroom space”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B19 | Question “Which of the following does your class use funds raised by your PTA/PTO to support?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Books for your class library_x000D_ 2. Technology for classroom (Smartboards, Chromebooks, tablets, apps, etc.)_x000D_ 3. Basic classroom supplies (paper, pencils, crayons, etc.)_x000D_ 4. Classroom arts supplies (for musical, visual, dance, and dramatic arts activities)_x000D_ 5. Field trips_x000D_ 6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs)_x000D_ 7. PTA/PTO does not provide funds to support my classroom_x000D_ 8. Our school does not have a PTA/PTO_x000D_ 91. Other (Please specify):_x000D_ |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 |
| TQA | C1a | Question: “The next series of questions are focused on your instructional activities and curricular focus in your classroom. To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes?_x000D_ _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1c | Question “You gain the attention of all students before beginning a lesson.” ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1d | Question “You solicit both group and individual responses to questions.” ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1f | Question “There is a system for documenting and rewarding appropriate student behavior.” ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C2a | Question “To what extent do you agree that you teach the following social and emotional competencies in your classes?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C3a | Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them in your classes.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C4a | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Basal reading series (a core or primary reading text for all students)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)"_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4c | Question “Children's newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4e | Question “Computer software for reading instruction”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4f | Question “Applications for cell phones or digital tablets”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4g | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4h | Question “Materials from other subjects (for example, science, social studies)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4j | Question “Big books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4k | Question “Decodable books, sound/symbols books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4l | Question “Read-along books paired with audiobooks”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C5a | Question “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Human body”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5a1 | Question “Community service”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5a2 | Question “Current events in the news”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5b | Question “Plants and animals”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5c | Question “Dinosaurs and fossils”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5d | Question “Solar system and space”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5e | Question “Weather (for example, rainy, sunny)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5f | Question “Understand and measure temperature”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5g | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Water”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5h | Question “Sound”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5i | Question “Light”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5j | Question “Magnetism and electricity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5k | Question “Machines and motors”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5l | Question “Tools and their uses”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5m | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Health, safety, nutrition, and personal hygiene”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5n | Question “Important figures and events in American history”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5o | Question “Community resources (for example, grocery store, library)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5p | Question “Map-reading skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5q | Question “Different cultures”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5r | Question “Reasons for rules, laws, and government”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5s | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Ecology”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5t | Question “Geography”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5u | Question “Scientific method”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5v | Question “Social problem solving”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5w | Question “Hands-on activities or investigations in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5x | Question “Laboratory skills or techniques”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5y | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Communicating ideas in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C5z | Question “Relevance of science to society”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | C6a | Question “How often do children in this class do each of the following reading and language arts activities?_x000D_ _x000D_ Practice writing the letters of the alphabet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6b | Question “Discuss new or difficult vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6c | Question “Dictate stories to a teacher, aide, or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6d | Question “Work on phonics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6e | Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6f | Question “Listen to you read stories but they don't see the print”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6g | Question “{Continued} How often do children in this class do each of the following reading and language arts activities?_x000D_ _x000D_ Retell stories”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6h | Question “Read aloud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6i | Question “Read from basal reading texts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6j | Question “Read silently”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6k | Question “Work in a reading workbook or on a worksheet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6l | Question “Write words from dictation, to improve spelling”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6m | Question “{Continued} How often do children in this class do each of the following reading and language arts activities?_x000D_ _x000D_ Write with encouragement to use invented spellings, if needed”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6n | Question “Read books they have chosen for themselves”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6o | Question “Compose and write stories or reports”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6p | Question “Do an activity or project related to a book or story”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6q | Question “Perform plays and skits”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6r | Question “Writing in a journal”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6s | Question “{Continued} How often do children in this class do each of the following reading and language arts activities?_x000D_ _x000D_ Work in mixed-achievement groups on language arts activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6t | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6u | Question “Read text with controlled vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6v | Question “Read text with strong phonetic patterns”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6w | Question “Read text with patterned or predictable text”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7a | Question “For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? _x000D_ _x000D_ Conventions of print (left to right orientation, book holding)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7b | Question “Writing own name (first and last)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7c | Question “Rhyming words and word families”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7d | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7e | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7f | Question “Reading multi-syllable words, like “adventure””_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7g | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? _x000D_ _x000D_ Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7h | Question “Use of common prepositions such as over and under, up and down”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7i | Question “Identifying the main idea and parts of a story”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7j | Question “Orally retelling stories, including key details”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7k | Question “Remembering and following directions that include a series of actions”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7l | Question “Using capitalization and punctuation”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7m | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? _x000D_ _x000D_ Composing and writing complete sentences”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7n | Question “Writing narratives with two or more appropriately sequenced events”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7o | Question “Conventional spelling”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7p | Question “Alphabetizing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7q | Question “Reading age appropriate books independently with comprehension”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8a | Question “How often do children in this class do each of the following math activities?_x000D_ _x000D_ Count out loud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8b | Question “Work with geometric manipulatives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8c | Question “Play math-related games”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8d | Question “Use a calculator for math”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8e | Question “Use music to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8f | Question “Use creative movement or creative drama to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8g | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Work with rulers, measuring cups, spoons, or other measuring instruments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8h | Question “Explain how a math problem is solved”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8i | Question “Engage in calendar-related activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8j | Question “Do math worksheets”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8k | Question “Do math problems from their textbooks”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8l | Question “Complete math problems independently in front of whole group”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8m | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Solve math problems in small groups or with a partner”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8n | Question “Work on math problems that reflect real-life situations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8o | Question “Work in mixed achievement groups on math activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8p | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8q | Question “Use a number line to understand number concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9a | Question “For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Correspondence between number and quantity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9b | Question “Counting by 2s, 5s, and 10s”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9c | Question “Counting on from a given number instead of 1”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9d | Question “Counting beyond 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9e | Question “Writing all numbers between 1 and 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9f | Question “Recognizing and naming geometric shapes”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9g | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Identifying relative quantity (for example, equal, most, less, more)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9h | Question “Sorting objects into subgroups according to a rule”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9i | Question “Ordering objects by size or other properties”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9j | Question “Making, copying, or extending patterns”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9k | Question “Recognizing the value of coins and currency”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9l | Question “Adding single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9m | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Subtracting single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9n | Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9o | Question “Reading three-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9p | Question “Interpreting simple graphs”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9q | Question “Performing simple data collection and graphing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9r | Question “Measuring to nearest whole number using common instruments (for example, rulers, tape measures, thermometers, or scales)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9s | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Decomposes numbers less than or equal to 10 by using objects or drawings”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9t | Question “Telling time”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9u | Question “Estimating quantities”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9v | Question “Estimating probability”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9w | Question “Writing math equations to solve word problems”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C10 | Question “The next series of questions asks about the use of different languages in your classroom by teachers and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | C11a | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11b | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?”_x000D_ _x000D_ For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11c | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?”_x000D_ _x000D_ For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11d | Question “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11e | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11f | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C12 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. 1-15 minutes a day_x000D_ 2. 16-30 minutes a day_x000D_ 3. 31-60 minutes a day_x000D_ 4. More than 60 minutes a day_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C13 | Question “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 |
| TQA | C14a | Question “How often do English language learners (ELL children) in your class or classes do each of the following activities (in your classroom or in a pull-out program)?”_x000D_ _x000D_ “Take assessments to monitor their English language acquisition”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2-3 times a month_x000D_ 3. 1-2 times a month_x000D_ 4. 3-4 times a month_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C14b | Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2-3 times a month_x000D_ 3. 1-2 times a month_x000D_ 4. 3-4 times a month_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C14c | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2-3 times a month_x000D_ 3. 1-2 times a month_x000D_ 4. 3-4 times a month_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C14d | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2-3 times a month_x000D_ 3. 1-2 times a month_x000D_ 4. 3-4 times a month_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C15 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_ ----_x000D_ 1. 0 days_x000D_ 2. 1 day_x000D_ 3. 2 days_x000D_ 4. 3 days_x000D_ 5. 4 days_x000D_ 6. 5 days_x000D_ |
Use of homework | T-RQ1 |
| TQA | C16a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I never assign homework._x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C16b | Question “Math”_x000D_ ----_x000D_ 1. I never assign homework._x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C16c | Question “Other”_x000D_ ----_x000D_ 1. I never assign homework._x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Other specify for use of homework | T-RQ1 |
| TQA | C16cOS | Question "Please describe that other homework.” | Other specify for use of homework | T-RQ1 |
| TQA | D1 | Question “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(es) during the school year?”_x000D_ ----_x000D_ 1. No conferences_x000D_ 2. One conference_x000D_ 3. Two conferences_x000D_ 4. Three or more conferences_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2a | Question “What percentage of children in your class(es) have parents who participate in the following activities?_x000D_ _x000D_ Attend teacher-parent conferences”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2b | Question “Volunteer regularly to help in your classroom or another part of the school”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2c | Question “Attend open houses or parties”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2d | Question “Attend art/music events or demonstration”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D3a | Question “During this school year, how often have you made contacts with parents in the following ways?_x000D_ _x000D_ Sent home letters, newsletters, or other notices addressed to all parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3b | Question “Communicated with parents and guardians via text messaging”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3c | Question “Shared portfolios or other collections of children's work for parents and guardians to see”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3d | Question “Used email or list-serve to send out group updates or information to parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3e | Question “Maintained classroom website for families and guardians to access”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3f | Question “Used email to address individual questions or concerns of parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3g | Question “Talked to parents and guardians by telephone”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | E1a | Question “The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class(es)?_x000D_ _x000D_ Individual child's achievement relative to the rest of the class”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1b | Question “Individual child's achievement relative to local, state, or professional standards”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1c | Question “Individual improvement or progress over past performance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1d | Question “Effort”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1e | Question “Class participation”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1f | Question “{Continued} The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class(es)? Daily attendance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1g | Question “Classroom behavior or conduct”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1h | Question “Cooperativeness with other children”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1i | Question “Ability to follow directions”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E2a | Question “Across all subjects, how often do you use the following to assess your students?_x000D_ _x000D_ State or local standardized tests”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Use of standardized tests | T-RQ9 |
| TQA | E2b | Question “Classroom tests or quizzes (including those made by you and those from other sources)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2c | Question “Individual or group projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2d | Question “Worksheets that you grade”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2e | Question “Teacher observation of specific objectives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E3 | Question “Which of the following do you use to provide kindergartners’ parents with information about their children's performance?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_ 2. Progress report form_x000D_ 3. Competency based checklists_x000D_ 4. Portfolio of child’s work_x000D_ 5. Standardized test scores_x000D_ 6. Benchmark assessments_x000D_ 7. None of these_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | F1a | Question “The next set of questions pertains to school-related activities. How often have you participated in the following activities since the beginning of the academic year?_x000D_ _x000D_ Meeting with other teachers to discuss lesson planning”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 |
| TQA | F1b | Question “Meeting with other teachers to discuss curriculum development”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 |
| TQA | F2 | Question “In which of the following staff development and training activities have you participated during the current academic year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Workshops involving study groups or small-group problem solving_x000D_ 2. Direct instruction from an outside consultant on a specific topic_x000D_ 3. Peer observation and feedback_x000D_ 4. Visits to, or observations of, other schools_x000D_ 5. Release time for attending professional conferences_x000D_ 6. Enrollment in college or university courses related to your profession_x000D_ 7. Professional development via distance learning (web-based, etc.)_x000D_ 8. Workshops on using computers and technology in the classroom_x000D_ 9. None of these_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F3 | Question “How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once_x000D_ 3. 2 times_x000D_ 4. 3 to 4 times_x000D_ 5. More than 4 times_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 |
| TQA | F4 | Question “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?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F5 | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F6 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F7 | Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_ ----_x000D_ 1. At least once a week_x000D_ 2. Once or twice a month_x000D_ 3. A few times a year_x000D_ 4. Once or never_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas:_x000D_ _x000D_ Providing large group instruction”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8b | Question “Providing small group or one-on-one instruction”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8c | Question “Managing students’ behavior”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy)”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8e | Question “Conducting student assessments”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8f | Question “Finding needed human or material resources”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | F8g | Question “Communicating with parents”_x000D_ ----_x000D_ 1. Not applicable/ Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Mentorship activities | T-RQ5 |
| TQA | G1a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1e | Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1g | Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1i | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G2a | Question “To what extent do you agree with the following statements?_x000D_ _x000D_ I am adequately trained to teach the children with disabilities who are in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2b | Question “Inclusion of children with disabilities in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2c | Question “I am adequately trained to teach English language learners (ELL) in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2d | Question “Inclusion of English language learners (ELL) in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2e | Question “{Continued} To what extent do you agree with the following statements?_x000D_ _x000D_ I have the resources I need to teach the children in my class who have disabilities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2f | Question “I have the resources I need to teach the children in my class who are English language learners (ELL).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2g | Question “I have the resources I need to teach a class of students who have a wide range of READING skills.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3a | Question “To what extent do you agree with each of the following statements?_x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3e | Question “{Continued} To what extent do you agree with each of the following statements?_x000D_ _x000D_ I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G4a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction?_x000D_ _x000D_ The amount a student can learn is primarily related to family background.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G4b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G4c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G4d | Question “I really enjoy my present teaching job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G4e | Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G4f | Question “If I could start over, I would choose teaching again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G5a | Question “Indicate how much you agree or disagree with the following statements about your school and staff:_x000D_ _x000D_ There is a consensus among administrators and teachers on goals and expectations.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G5b | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ5 |
| TQA | G5c | Question “Teachers are very active in planning staff development.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G6 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA |
| TQA | G6 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| TQA | A1 | Question: “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Full-day_x000D_ 2. Morning half-day class_x000D_ 3. Afternoon half-day class_x000D_ 4. One class, some children stay for a full-day, some for a half-day_x000D_ |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A2a | Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children?”_x000D_ _x000D_ “Are currently enrolled in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A2b | Question: “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A2c | Question: “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A3a | Question: “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
| TQA | A3b | Question: “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
| TQA | A3c | Question: “Are below grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3d | Question: “Are about on grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3e | Question: “Are above grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3f | Question: “Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3g | Question: “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A3h | Question: “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A4a | Question: “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A4b | Question: “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
| TQA | A5 | Question “During this school year, approximately what percentage of students in your {full-day class/morning class/afternoon class} that you teach have experienced housing insecurity or homelessness?”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | T-RQ8 |
| TQA | A6a | Question: “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6b | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6c | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6d | Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Speech or language impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6e | Question: “Specific learning disabilities”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6f | Question: “Emotional disturbances”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6g | Question: “Intellectual disability”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6h | Question: “Developmental delay”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6i | Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Vision impairments (including blindness)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6j | Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Hearing impairments (including deafness)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6k | Question: “Orthopedic impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6l | Question: “Other health impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6m | Question: “Autism”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6n | Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Traumatic brain injury”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6o | Question: “Deaf-blindness”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6p | Question: “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)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6q | Question: “Other (Please specify)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
| TQA | A6qOS | Other specify for numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
|
| TQA | A7a | Question: “For how many of these children in your {full-day class/morning class/afternoon class} with diagnosed disabilities do the following apply?”_x000D_ _x000D_ Have an Individualized Education Program (IEP) for children with disabilities”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) Number of students with IEPs or 504 Plans |
T-RQ2 T-RQ3 |
| TQA | A7b | Question: “Have a Section 504 plan”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students with IEPs or 504 Plans | T-RQ2 T-RQ3 |
| TQA | A8a | Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:”_x000D_ _x000D_ “Are currently enrolled in your class?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A8b | Question: “Have joined your class since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A8c | Question: “Have left your class since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
| TQA | A9 | Question: “How many hours per day does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_ _x000D_ InstResp “ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter hours” |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A10 | Question: “How many days per week does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_ _x000D_ Pre-unit: “Days:”_x000D_ _x000D_ Watermark: “Enter number of days” |
Class time (full/half day, hours per day, days per week) | T-RQ1 |
| TQA | A11 | Question: “Do you currently teach a multigrade class?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Grade levels of classes the teacher teaches | T-RQ2 |
| TQA | A12 | Question: “What grade levels are included in the {full-day class/morning class/afternoon class/class} that you teach.”_x000D_ _x000D_ Inst Resp: “Select all that apply.”_x000D_ ----_x000D_ 1. Prekindergarten_x000D_ 2. Transitional kindergarten_x000D_ 3. Regular kindergarten_x000D_ 4. Transitional/pre-first grade_x000D_ 5. First grade_x000D_ 6. Second grade_x000D_ 7. Third grade 8. Fourth grade or higher_x000D_ |
Grade levels of classes the teacher teaches | T-RQ2 |
| TQA | A13a | Question: “As of today's date, how many children that you teach are the following ages in your {full-day class/morning class/afternoon class/class}?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ InstResp: “If there are no children of a particular age, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13b | Question: “4 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13c | Question: “5 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13d | Question: “6 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13e | Question: “7 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13f | Question: “8 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13g | Question: “9 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13h | Question: “10 years old or older” | Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A13i | Question: “Based on your previous responses you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14a | Question: “As of today's date, how many of the students you teach are members of the following groups in your {full-day class/morning class/afternoon class/class}?_x000D_ _x000D_ InstResp "Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race."_x000D_ _x000D_ InstResp: “If there are no children of a particular age, enter “0.””_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14b | Question: “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14c | Question: “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14d | Question: “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14e | Question: “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14f | Question: “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A14g | Question: “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A15a | Question “As of today's date, how many boys and girls are there in your {full-day class/morning class/afternoon class/class}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A15b | Question “Number of girls”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A15c | Question: “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A16 | Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”_x000D_ _x000D_ InstResp “If none, enter “0”.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A17a | Question: “How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ InstResp: “If none, enter "0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
| TQA | A17b | Question: “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving particular services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
| TQA | A17c | Question: “Are below grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17d | Question: “Are about on grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17e | Question: “Are above grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17f | Question: “{Continued} How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_ _x000D_ Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17g | Question: “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17h | Question: “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
| TQA | A17i | Question: “Are tardy, on an average day”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
| TQA | A17j | Question: “Are absent, on an average day”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
| TQA | A18 | Question: “As of today’s date, how many children with IEPs are in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp: “If none, enter "0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19a | Question “As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_ _x000D_ Boys”_x000D_ _x000D_ InstResp: “If there are no children in a class with a particular characteristic, write “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19b | Question “Girl”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19c | Question “English language learners (ELL)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19d | Question “{Continued} As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19e | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19f | Question: “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19g | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19h | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19i | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A19j | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
| TQA | A20a | Question: “How many children in your {full-day class/morning class/afternoon class/class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_ _x000D_ InstResp “Please add the following InstResp to align with paper: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A21a | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_ _x000D_ InstResp: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A21b | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} need more help than they are currently receiving?”_x000D_ _x000D_ InstResp: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
| TQA | A22 | Question: “The next series of questions asks about the use of different languages in the classroom by teachers, children, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23a | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23b | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23c | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23d | Question: “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23e | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A23f | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A24 | Question: “What languages are used for academic instruction in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A24OS | Other specify for languages used in the classroom | T-RQ3 | |
| TQA | A25 | Question: “In which languages other than English are the books or other written materials in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply. If you teach more than one class, consider all your classes.”_x000D_ ----_x000D_ 1. None other than English 2. Spanish 3. A European language other than Spanish such as French, German, or Russian 4. A Chinese language or dialect 5. Filipino language 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer 7. A South Asian language such as Hindi or Tamil 8. Another Asian language such as Japanese or Korean 9. A Middle Eastern language such as Arabic or Farsi 10. An African language such as such as Swahili or Amharic 91. Other language(s) (Please specify): |
Languages used in the classroom | T-RQ3 |
| TQA | A25OS | Other specify for languages used in the classroom | T-RQ3 | |
| TQA | A26 | Question: “Do any of the children in your class speak a language other than English (aside from native English speakers who are learning a foreign language)?”_x000D_ _x000D_ InstResp “Please include all children who speak a non-English language, including those who speak English well.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A27 | Question: “Which languages other than English are spoken by one or more children in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or_x000D_ Korean 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A27OS | Other speciy for languages used in the classroom | T-RQ3 | |
| TQA | A28 | Question: “Do you have any children who are English language learners (ELLs) in your {full-day class/morning class/afternoon class/class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 |
| TQA | A29 | Question: “How many English language learners (ELL) do you have in your {full-time class/morning class/afternoon class/class}? _x000D_ _x000D_ Number of ELL children”_x000D_ _x000D_ InstResp: “If there are no children, enter “0””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 |
| TQA | A30a | Question: “How many of the ELL children in your {full-day class/morning class/afternoon class/class} receive instruction designed to teach listening, speaking, reading, and writing English language skills to children with limited English proficiency in the following ways? _x000D_ _x000D_ Receive no ELL instruction in the school”_x000D_ _x000D_ InstResp: “If there are no children, enter “0””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A30b | Question: “Receive ELL instruction within the regular class”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A30c | Question: “Receive ELL instruction outside the regular class within the school setting”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A31 | Question: “If you provide specialized language instruction in your {full-day class/morning class/afternoon class/class} for English language learners (ELL), would you say these services are primarily”_x000D_ ----_x000D_ 1. English as a Second Language (ESL) program_x000D_ 2. Bilingual education program_x000D_ 3. Dual-language program (also called two-way immersion (TWI))_x000D_ 4. No specialized language instruction provided_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A32 | Question: “Which languages other than English are spoken by you or any other teacher or aide to the ELL children in your {full-day class/morning class/afternoon class/class} for instructional support or conversation?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. None other than English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 |
| TQA | A32OS | Other specify for languages used in the classroom | T-RQ1 | |
| TQA | A33a | Question: “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class/class} do each of the following activities?_x000D_ _x000D_ Take assessments to monitor their English language acquisition”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A33b | Question: “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A33c | Question: “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | A33d | Question: “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | B0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| TQA | B1a | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities? _x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Five hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Five hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Five hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1d | Question “Working in small group with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Five hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B1e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Five hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B2a | Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Class organization | T-RQ1 |
| TQA | B2b | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2c | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2d | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2e | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2f | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2g | Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2j | Question “Foreign language”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B2k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3a | Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3b | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3c | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3d | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3e | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3f | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3g | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3j | Question “Foreign language”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B3k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B4 | Question “The next few questions ask about disruptive student behavior interfering with instruction in each of your classes. _x000D_ _x000D_ How often does disruptive student behavior interfere with your class or classes?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 |
| TQA | B5 | Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 |
| TQA | B6a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B6b | Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B6c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7b | Question “When you use achievement groups for math, how many groups do you typically have?"_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B7c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B8a1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Extra individual assistance from you”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8a2 | Question “How many minutes per session of extra help in reading do they receive from you, on average?”_x000D_ _x000D_ InstResp “Do not count time spent moving between class and the service.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8b1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from an aide or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8b2 | Question “How many minutes per session of extra help in reading do they receive from the aide or volunteer, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8c1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from a credentialed specialist”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8c2 | Question “How many minutes per session of extra help in reading do they receive from the specialist, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8d1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Pull-out instruction in small groups”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8d2 | Question “How many minutes per session of extra help in reading do they receive in the small group, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8f1 | Question “How many minutes per session of extra help in reading do they receive in other reading support, on average, not counting time spent moving between class and the service.”_x000D_ _x000D_ InstResp: “Enter number in box. If none, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
| TQA | B8f1OS | Question “Please describe the other reading support.” | Other specify for additional reading services | T-RQ1 T-RQ3 |
| TQA | B9a | Question: “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Human body”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9a1 | Question “Community service”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9a2 | Question “Current events in the news”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9b | Question “Plants and animals”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9c | Question “Dinosaurs and fossils”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9d | Question “Solar system and space”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9e | Question “Weather (for example, rainy, sunny)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9f | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Understand and measure temperature”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9g | Question “Water”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9h | Question “Sound”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9i | Question “Light”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9j | Question “Magnetism and electricity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9k | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Machines and motors”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9l | Question “Tools and their uses”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9m | Question “Health, safety, nutrition, and personal hygiene”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9n | Question “Important figures and events in American history”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9o | Question “Community resources (for example, grocery store, library)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9p | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Map-reading skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9q | Question “Different cultures”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9r | Question “Reasons for rules, laws, and government”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9s | Question “Ecology”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9t | Question “Geography”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9u | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Scientific method”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9v | Question “Social problem solving”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9w | Question “Hands-on activities or investigations in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9x | Question “Laboratory skills or techniques”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9y | Question “Communicating ideas in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B9z | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Relevance of science to society”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B10a | Question “How often do the children in your class(es) do the following activities? _x000D_ _x000D_ Go to the school library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B10b | Question “Borrow materials from the library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Topics taught in social studies and science | T-RQ1 |
| TQA | B11 | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Topics taught in social studies and science | T-RQ1 |
| TQA | B12a | Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Lunch”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B12b | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B12c | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B13a | Question “The next few questions are about paid aides. How many hours a week do regular aides usually assist you in the following ways?_x000D_ _x000D_ Working directly with children on instructional tasks”_x000D_ _x000D_ InstResp: “If none, enter “0.””_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B13b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B14a | Question “How many hours a week do special education aides usually assist you in the following ways?”_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ InstResp: “If none, enter “0.””_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B14b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B15a | Question “How many hours a week do ESL or bilingual education aides usually assist you in the following ways?”_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ InstResp “If none, enter 0.”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B15b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B16a | Question “How many hours a week do volunteers usually assist in your class or classes in the following ways?”_x000D_ _x000D_ InstResp “If there are two or more volunteers please add up their weekly hours. If none, enter “0.””_x000D_ _x000D_ “Working directly with children on instructional tasks”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B16b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B17a | Question “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?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B17b | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B17c | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18a | Question “In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Textbooks”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18b | Question “Tradebooks (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18c | Question “Basal reader books”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18d | Question “Manipulatives (for example, blocks, puzzles)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18e | Question “Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18f | Question “Visual display technology (for example, Smart Board)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18g | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18h | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18i | Question “Paper and pencils”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18j | Question “Printing and reproduction”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18k | Question “Art materials, paints, clays”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18l | Question “Musical instruments”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18m | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Musical recordings”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18n | Question “Materials for teaching ELL children”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18o | Question “Materials for teaching children with disabilities”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18p | Question “Heat and air-conditioning”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B18q | Question “Classroom space”_x000D_ ----_x000D_ 1. I don’t use these at this grade level_x000D_. 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B19 | Question “Many schools have PTAs/PTOs that help provide additional support to their school. Which of the following are supported by funds raised by your PTA/PTO?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Books for class library_x000D_ 2. Technology for your classroom (Smartboards, Chromebooks, tablets, apps, etc.)_x000D_ 3. Basic classroom supplies (paper, pencils, crayons, etc.)_x000D_ 4. Classroom arts supplies (for musical, visual, dance, and dramatic arts activities)_x000D_ 5. Field trips_x000D_ 6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs)_x000D_ 7. PTA/PTO does not provide funds to support my classroom_x000D_ 8. Our school does not have a PTA/PTO_x000D_ 91. Other (Please specify):_x000D_ |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 |
| TQA | B19OS | Technology practices | T-RQ1 | |
| TQA | B20 | Question “Do you implement any of the following technology use practices as learning tools in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal tablets, cell phones, or other digital devices_x000D_ 2. Require students to use personal tablets, cell phones, or other digital devices_x000D_ 3. Encourage students to use school-provided tablets or other digital devices_x000D_ 4. Require students to use school-provided tablets or other digital devices_x000D_ 5. Encourage students to use school computers_x000D_ 6. Require students to use school computers_x000D_ 7. None of the above_x000D_ |
||
| TQA | B21 | Question “Which of the following best describes the mode of instruction that you use in your classes?”_x000D_ _x000D_ ----_x000D_ 1. In person instruction only_x000D_ 2. Web-based instruction only_x000D_ 3. Blended instruction_x000D_ |
Instructional activities | T-RQ1 |
| TQA | B22 | Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person? _x000D_ _x000D_ Watermark “Enter percentage” |
Instructional activities | T-RQ1 |
| TQA | B24a | Question “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? _x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B24b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B24c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B24d | Question “Working in small groups with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B24e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 |
| TQA | B25 | Question “How often does disruptive student behavior interfere with your instruction?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 |
| TQA | B26 | Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 |
| TQA | B27a | Question “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?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27b | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27c | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27d | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27e | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27f | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27g | Question “{Continued} 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?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27j | Question “Foreign language (excluding English for ELL students)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B27k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28a | Question “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?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28b | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28c | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28d | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28e | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28f | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28g | Question “{Continued} 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?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28j | Question “Foreign language (excluding English for ELL students)”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B28k | Question "Computer science (including coding)"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 |
| TQA | B29a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B29b | Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B29c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B30a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B30b | Question “When you use achievement groups for math, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B30c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
| TQA | B31a | Question “How often do the children in your class(es) do the following activities? _x000D_ _x000D_ Go to the school library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B31b | Question “Borrow materials from the library or media center”_x000D_ ----_x000D_ 1. No library or media center in this school_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B32 | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B33a | Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Lunch”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B33b | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B33c | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 |
| TQA | B34 | Question “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?”_x000D_ _x000D_ InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”_x000D_ ----_x000D_ 1. A reading specialist/interventionist who has specialized training in reading instruction_x000D_ 2. A math specialist/interventionist who has specialized training in math instruction_x000D_ 3. A special education teacher_x000D_ |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B35a | Question “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? General paraprofessionals/aides”_x000D_ _x000D_ InstResp “Enter the number of hours in the appropriate boxes below. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B35b | Question “Special education paraprofessionals/aides”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B35c | Question “ESL or bilingual education paraprofessionals or aides”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B35d | Question “Volunteers (for example, parents, high school students, community members)”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 |
| TQA | B36a | Question “Please report the following about the computers located in your classroom every day. Total number of devices”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B36b | Question “Please report the following about the computers located in your classroom every day. Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B37a | Question “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). Total number of devices”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B37b | Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts). Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device used for instructional or administrative purposes. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B38a | Question “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?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B38b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B38c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B38d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B38e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B38f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?”_x000D_ _x000D_ “Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B39f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B40f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B41f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Technology in instruction | T-RQ1 |
| TQA | B42a | Question “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:_x000D_ _x000D_ English language arts”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B42b | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | B42c | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C1a | Question “The next set of questions relates to your instructional activities and resources. To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes?_x000D_ _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1c | Question: “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1d | Question: “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1e | Question: “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1f | Question: “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C1g | Question: “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C2a | Question “To what extent do you agree that you teach the following social and emotional competencies in your classes?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C2e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C3a | Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C3d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them in your classes.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C4a | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Basal reading series (a core or primary reading text for all students)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4c | Question “Newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4e | Question “Computer software for reading instruction”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4f | Question “Applications for cell phones or digital tablets”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4g | Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4h | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Materials from other subjects (for example, science, social studies)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4j | Question “Big books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4k | Question “Decodable books, sound/symbols books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4l | Question “Read-along books paired with audiobooks”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C4m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C5a | Question “How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Practice writing the letters of the alphabet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5b | Question “Discuss new or difficult vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5c | Question “Dictate stories to a teacher, aide, or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5d | Question “Work on phonics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5e | Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5f | Question “Listen to you read stories but they don't see the print”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5g | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Retell stories”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5h | Question “Read aloud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5i | Question “Read from basal reading texts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5j | Question “Read silently”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5k | Question “Work in a reading workbook or on a worksheet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5l | Question “Write words from dictation, to improve spelling”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5m | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Write with encouragement to use invented spellings, if needed”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5n | Question “Read books they have chosen for themselves”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5o | Question “Compose and write stories or reports”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5p | Question “Project based activities related to a book or story”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5q | Question “Perform plays and skits”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5r | Question “Writing in a journal”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5s | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Work in mixed-achievement groups on language arts activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5t | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5u | Question “Read text with controlled vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5v | Question “Read text with strong phonetic patterns”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C5w | Question “Read text with patterned or predictable text”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6a | Question “For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Conventions of print (left to right orientation, book holding)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6b | Question “Writing own name (first and last)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6c | Question “Rhyming words and word families”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6d | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6e | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6f | Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Reading multi-syllable words, like “adventure”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6g | Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6h | Question “Use of common prepositions such as over and under, up and down”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6i | Question “Identifying the main idea and parts of a story”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6j | Question “Orally retelling stories, including key details”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6k | Question “Remembering and following directions that include a series of actions”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6l | Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Using capitalization and punctuation”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6m | Question “Composing and writing complete sentences”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6n | Question “Writing narratives with two or more appropriately sequenced events”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6o | Question “Conventional spelling”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6p | Question “Alphabetizing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C6q | Question “Reading age appropriate books independently with comprehension”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7a | Question “How often do children in this class do each of the following math activities?_x000D_ _x000D_ Count out loud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7b | Question “Work with geometric manipulatives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7c | Question “Play math-related games”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7d | Question “Use a calculator for math”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7e | Question “Use music to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7f | Question “Use creative movement or creative drama to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7g | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Work with rulers, measuring cups, spoons, or other measuring instruments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7h | Question “Explain how a math problem is solved”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7i | Question “Engage in calendar-related activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7j | Question “Do math worksheets”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7k | Question “Do math problems from their textbooks”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7l | Question “How often do children in this class do each of the following math activities?_x000D_ _x000D_ Complete math problems independently in front of whole group”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7m | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Solve math problems in small groups or with a partner”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7n | Question “Work on math problems that reflect real-life situations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7o | Question “Work in mixed achievement groups on math activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7p | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C7q | Question “Use a number line to understand number concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8a | Question: “For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Correspondence between number and quantity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8b | Question “Counting by 2s, 5s, and 10s”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8c | Question “Counting on from a given number instead of 1”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8d | Question “Counting beyond 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8e | Question “Writing all numbers between 1 and 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8f | Question “Recognizing and naming geometric shapes”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8g | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Identifying relative quantity (for example, equal, most, less, more)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8h | Question “Sorting objects into subgroups according to a rule”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8i | Question “Ordering objects by size or other properties”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8j | Question “Making, copying, or extending patterns”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8k | Question “Recognizing the value of coins and currency”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8l | Question “Adding single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8m | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Subtracting single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8n | Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8o | Question “Reading three-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8p | Question “Interpreting simple graphs”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8q | Question “Performing simple data collection and graphing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8r | Question “Measuring to nearest whole number using common instruments (for example, rulers, tape measures, thermometers, or scales)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8s | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Decomposes numbers less than or equal to 10 by using objects or drawings”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8t | Question “Telling time”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8u | Question “Estimating quantities”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8v | Question “Estimating probability”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C8w | Question “Writing math equations to solve word problems”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C9 | Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10a | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10b | Question “For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10c | Question “For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10d | Question “For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10e | Question “For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C10f | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C11 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. 1-15 minutes a day_x000D_ 2. 16-30 minutes a day_x000D_ 3. 31-60 minutes a day_x000D_ 4. More than 60 minutes a day_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C12 | Question: “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 |
| TQA | C13a | Question “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class} do each of the following activities (in your classroom or in a pull-out program)?_x000D_ _x000D_ Take assessments to monitor their English language acquisition”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C13b | Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C13c | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C13d | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 |
| TQA | C14 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_ ----_x000D_ 1. 0 days_x000D_ 2. 1 day_x000D_ 3. 2 days_x000D_ 4. 3 days_x000D_ 5. 4 days_x000D_ 6. 5 days_x000D_ |
Use of homework | T-RQ1 |
| TQA | C15a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C15b | Question “Math”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C15c | Question: “Other”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C15cOS | Question “Please describe the other homework.” | Other specify for use of homework | T-RQ1 |
| TQA | C16a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_ _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16b | Question “Expectations of students are communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C16g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 |
| TQA | C17a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies in your class?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C17b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C17c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C17d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C17e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 |
| TQA | C18a | Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C18b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C18c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C18d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 |
| TQA | C19a | Question “How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Basal reading series (a core or primary reading text for all students)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19c | Question “Children's newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19e | Question “Computer software for reading instruction”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19f | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Applications for digital tablets”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19g | Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19h | Question “Materials from other subjects (for example, science, social studies)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19j | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Big books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19k | Question “Decodable books, sound/symbols books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19l | Question “Read-along books paired with audiobooks”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C19m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 |
| TQA | C20a | Question “From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class."_x000D_ _x000D_ InstResp:“Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_ _x000D_ "Identifying main ideas in a story”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20b | Question “Retelling stories, including main ideas and details”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20c | Question “Describing characters, settings, and major events in a story”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20d | Question “Identifying words and phrases that suggest feelings or appeal to the senses”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20e | Question “Identifying who is telling a story at different points in a text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Identifying main ideas and details in informational text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20g | Question “Identifying the reasons an author gives to support points in an opinion piece”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20h | Question “Describing similarities and differences between two reading selections”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20i | Question “Recognizing the differences between fiction and non-fiction”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20j | Question “Reading informational selections of appropriate complexity for this grade”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20k | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Reading prose and poetry of appropriate complexity for this grade”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20l | Question “Segmenting words into phonemes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20m | Question “Manipulating phonemes to form new words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20n | Question “Breaking spoken words into sounds”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20o | Question “Blending sounds to form words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20p | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Reading irregularly spelled words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20q | Question “Reading and rereading passages orally with guidance on pacing, intonation, and expression”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20r | Question “Reading accurately and fluently to support comprehension”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20s | Question “Identifying character, setting, and plot”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20t | Question “Generating questions about character, setting, and plot”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20u | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Predicting what might occur next in the text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20v | Question “Writing an opinion piece, giving reasons for the opinion”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20w | Question “Writing an informational piece that includes some facts on the topic”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C20x | Question “Writing a narrative with two or more appropriately sequenced events”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21a | Question “From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.”_x000D_ _x000D_ InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_ _x000D_ “Counting objects up to 20 to establish quantity”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21b | Question “Labeling relative quantity using the terms “greater than,” ”less than,” “equal to,” “fewest,” or “most”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21c | Question “Solving word problems by adding or subtracting numbers equal to 20 or less”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21d | Question “Solving word problems by adding three numbers whose sum is 20 or less”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21e | Question “Working with problems that demonstrate the relationship between counting, addition, and subtraction”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ The meaning of the equal sign”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21g | “Determining if both sides of an equation are equal or not equal using subtraction or addition (for example, 7=8-1; 5+2=2+5)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21h | Question “Solving for an unknown whole number in an addition or subtraction equation (for example, 8 + ? = 11)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21i | Question “Counting to 120, starting at any number less than 120”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21j | Question “Reading and writing numerals up to 120”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21k | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Identifying the correspondence between number and quantity for quantities larger than 10”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21l | Question “Identifying the numbers that represent the tens and ones places in a two-digit number”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21m | Question “Relative quantity when comparing two-digit numbers, using the symbols >, =, and <”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21n | Question “Adding numbers that sum to 100 or less, including adding a two-digit number and a one-digit number”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21o | Question “Finding 10 more or 10 less than a given two-digit number, without having to count”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21p | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Skip-counting by 5s, 10s, and/or 100s”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21q | Question “Arranging three objects by length”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21r | Question “Comparing the length of two objects indirectly by using a third object (nonstandard measurement)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21s | Question “Measuring the length of an object (for example, a desktop) as a whole number of length units, by laying multiple copies of a shorter object (for example, a pencil) end to end”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21t | Question “Telling time in hours and half hours”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21u | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Measuring the length of an object in standard units, using tools such as rulers, yardsticks, meter sticks, and/or measuring tapes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21v | Question “Writing time in hours and half hours”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21w | Question “Solving word problems involving quarters, dimes, nickels, and pennies”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21x | Question “Drawing a picture graph and/or a bar graph to represent a data set with up to four categories”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21y | Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21z | Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another”_x000D_ ----_x000D_ 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21aa | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Identifying the difference between defining attributes of shapes (for example, triangles are three-sided) versus non-defining attributes (for example, color, size)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21bb | Question “Putting two-dimensional or three-dimensional shapes together to create a composite shape”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21cc | Question “Partitioning simple shapes into two and four equal shares”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21dd | Question “Describing portions of simple shapes using the words halves, fourths, and quarters”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C21ee | Question “Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22a | Question “From the first day of school until today, please indicate how many days of each of the following science skills and concepts has been covered in your class.”_x000D_ _x000D_ InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_ _x000D_ “Using all 5 senses to make observations”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22b | Question “Using tools (for example, lenses, thermometers, rulers) to gather information about objects”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22c | Question “Classifying and comparing objects by their properties (for example, weight or size)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22d | Question “Making logical predictions (hypotheses) based on observations”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22e | Question “Drawing conclusions based upon evidence”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22f | Question “Communicating scientific findings orally or in writing”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C22g | Question“Using graphs or charts to describe findings”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C23 | Question “From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL STUDIES topics or skills is taught in either your class in its own unit or lesson or as part of a unit/lesson on a different topic.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Three states of matter (gas, liquid, solid)_x000D_ 2. Basic needs of plants (water, sunlight, etc.)_x000D_ 3. Characteristics of animal classes (mammals, reptiles, birds, etc.)_x000D_ 4. Natural resources_x000D_ 5. Shadows and light_x000D_ 6. Dinosaurs and fossils_x000D_ 7. Solar system and space_x000D_ 8. Weather_x000D_ 9. Nutrition/healthy foods_x000D_ 10. Important figures and events in American history_x000D_ 11. Community resources (for example, grocery store, library)_x000D_ 12. Map-reading skills_x000D_ 13. Different cultures_x000D_ 14. Reasons for rules, laws, and government_x000D_ 15. Community service_x000D_ 16. Current events in the news_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 |
| TQA | C24 | Question “In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_ ----_x000D_ 1. 0 days_x000D_ 2. 1 day_x000D_ 3. 2 days_x000D_ 4. 3 days_x000D_ 5. 4 days_x000D_ 6. 5 days_x000D_ |
Use of homework | T-RQ1 |
| TQA | C25a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C25b | Question “Math”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C25c | Question “Other”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 |
| TQA | C25cOS | Question “Please describe the other homework.” | Other specify for use of homework | T-RQ1 |
| TQA | D1 | Question “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?”_x000D_ ----_x000D_ 1. No conferences_x000D_ 2. One conference_x000D_ 3. Two conferences_x000D_ 4. Three or more conferences_x000D_ |
Use of homework | T-RQ1 |
| TQA | D2a | Question “What percentage of children in your class have parents who participate in the following activities?_x000D_ _x000D_ Attend teacher-parent conferences”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2b | Question “Volunteer regularly to help in your classroom or another part of the school”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2c | Question “Attend open houses or parties”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D2d | Question “Attend art/music events or demonstration”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 |
| TQA | D3a | Question “During this school year, how often have you made contacts with parents in the following ways?_x000D_ _x000D_ Sent home letters, newsletters, or other notices addressed to all parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3b | Question “Communicated with parents and guardians via text messaging”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3c | Question “Shared portfolios or other collections of children's work for parents and guardians to see”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3d | Question “Used email or list-serve to send out group updates or information to parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3e | Question “Maintained classroom website for families and guardians to access”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3f | Question “Used email to address individual questions or concerns of parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | D3g | Question “Talked to parents and guardians by telephone”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | E1a | Question “The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_ _x000D_ Individual child's achievement relative to the rest of the class”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1b | Question “Individual child's achievement relative to local, state, or professional standards”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1c | Question “Individual improvement or progress over past performance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1d | Question “Effort”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1e | Question “Class participation”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1f | Question “{Continued} The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_ _x000D_ Daily attendance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1g | Question “Classroom behavior or conduct”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1h | Question “Cooperativeness with other children”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E1i | Question “Ability to follow directions”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
| TQA | E2a | Question “Across all subjects, how often do you use the following to assess your students?_x000D_ _x000D_ State or local standardized tests”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Use of standardized tests | T-RQ9 |
| TQA | E2b | Question “Classroom tests or quizzes (including those made by you and those from other sources)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2c | Question “Individual or group projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2d | Question “Worksheets that you grade”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E2e | Question “Teacher observation of specific objectives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E3 | Question “Which of the following do you use to provide students' parents with information about their children's performance?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_ 2. Progress report form_x000D_ 3. Competency based checklists_x000D_ 4. Portfolio of child’s work_x000D_ 5. Standardized test scores_x000D_ 6. Benchmark assessments_x000D_ 7. None of these_x000D_ |
Communication with parents about children’s performance | T-RQ6 |
| TQA | E4a | Question “How often do you use a formal assessment in reading for the following purposes?”_x000D_ _x000D_ To evaluate how well each student is responding to the core curriculum provided in the general education classroom”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E4b | Question “To monitor each student’s progress on specific skills over the school year.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E4c | Question “To identify the deficits in specific skills of struggling students.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E4d | Question “To monitor the progress of students who fall below benchmark levels.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E4e | Question “To determine whether students need placement in a more or less intensive level of instruction.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E5a | Question “How often do you use a formal assessment in math for the following purposes?”_x000D_ _x000D_ To evaluate how well each student is responding to the core curriculum provided in the general education classroom”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E5b | Question "To monitor each student’s progress on specific skills over the school year.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E5c | Question “‘To identify the deficits in specific skills of struggling students.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E5d | Question “To monitor the progress of students who fall below benchmark levels.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | E5e | Question “‘To determine whether students need placement in a more or less intensive level of instruction.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 |
| TQA | F1a | Question “The next set of questions pertains to school-related activities. Have you participated in the following activities since the beginning of the academic year?_x000D_ _x000D_ Meeting with other teachers to discuss lesson planning”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 |
| TQA | F1b | Question “Meeting with other teachers to discuss curriculum development”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 |
| TQA | F6 | Question “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?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F7 | Question “In the past 12 months, how many hours did you spend on these activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F8 | Question “To what extent was the professional development you received in the past 12 months relevant to your role as a teacher?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F9 | Question “Which of the following staff development and training activities have you participated during the current academic year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Workshops involving study groups or small-group problem solving_x000D_ 2. Direct instruction from an outside consultant on a specific topic_x000D_ 3. Peer observation and feedback_x000D_ 4. Visits to, or observations of, other schools_x000D_ 5. Release time for attending professional conferences_x000D_ 6. Enrollment in college or university courses related to your profession_x000D_ 7. Professional development via distance learning (web-based, etc)_x000D_ 8. Workshops on using computers and technology in the classroom_x000D_ 9. None of the above_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11a | Question “How often did you participate in professional development activities covering the following topics in the last 12 months? _x000D_ _x000D_ How to use assessment data to identify students who are struggling or at risk of failure in reading”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11b | Question “How to use assessment data to identify students who are struggling or at risk of failure in math”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11c | Question “How to use and apply assessment data to guide reading instruction”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11d | Question “How to use and apply assessment data to guide math instruction”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11e | Question “How to implement the reading curriculum”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F11f | Question “How to implement the math curriculum”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F12a | Question “Have you received support from any of the following staff members during the current academic year?_x000D_ _x000D_ A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective reading instruction.”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F12b | Question “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”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F12c | Question “A school or district staff member who provides ongoing training and support to classroom teachers in the delivery of effective behavioral supports”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F12d | Question “A school or district staff member to support teachers in collecting, organizing, and managing assessment data”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F12e | Question “A school or district staff member to support teachers in the interpretation and use of assessment data to guide instruction”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | F13 | Question “How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once_x000D_ 3. 2 times_x000D_ 4. 3 to 4 times_x000D_ 5. More than 4 times_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 |
| TQA | G1a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1e | Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1g | Question “There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1i | Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G1l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G2a | Question “To what extent do you agree with the following statements?”_x000D_ _x000D_ I am adequately trained to teach the children with disabilities who are in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2b | Question “Inclusion of children with disabilities in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2c | Question “I am adequately trained to teach English language learners in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2d | Question “Inclusion of English language learners (ELL) in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2e | Question “I have the resources I need to teach the children in my class who have disabilities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2f | Question “I have the resources I need to teach the children in my class who are English language learners (ELL).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G2g | Question “I have the resources I need to teach a class of students who have a wide range of reading skills.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3a | Question “The next few questions pertain to your beliefs about teaching your students. To what extent do you agree with each of the following statements? _x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3e | Question “{Continued} To what extent do you agree with each of the following statements?_x000D_ _x000D_ I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 |
| TQA | G3i | Question “{Continued} To what extent do you agree with each of the following statements?_x000D_ _x000D_ The amount a student can learn is primarily related to family background”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G3j | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G3k | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
| TQA | G4a | Question “The next few items are about your job satisfaction. Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G4b | Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G4c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 |
| TQA | G5a | Question “Indicate how much you agree or disagree with the following statements about your school and staff?_x000D_ _x000D_ There is a consensus among administrators and teachers on goals and expectations”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G5b | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G5c | Question “Teachers are very active in planning staff development activities in this school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 |
| TQA | G6a | Question “For each of the following statements about reading, indicate how strongly you agree or disagree. _x000D_ _x000D_ This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading in first grade.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | G6b | Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_ _x000D_ This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in reading.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | G6c | Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_ _x000D_ This school has clear, predetermined criteria for determining when first grade students no longer need a reading intervention.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | G7a | Question “For each of the following statements about math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math in first grade.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | G7b | Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in math.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | G7c | Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has clear, predetermined criteria for determining when first grade students no longer need a math intervention.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 |
| TQA | H1 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | H2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | H3 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | H4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 |
| TQA | H5 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H6a | Question “What is the name of the college or university where you earned your highest degree and where is it located?” | Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H6b | Question "City:" | Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H6c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H7 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as reading/literacy education, math education, secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H8 | Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_ _x000D_ InstResp: “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H9 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading/language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H10 | Question “In what areas are you certified?_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Elementary education_x000D_ 2. Early childhood education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or instruction for English language learners_x000D_ 91. Other (Please specify):_x000D_ |
Type of teaching certification held | T-RQ4 |
| TQA | H10OS | Other specify for type of teaching certification held | T-RQ4 | |
| TQA | H11 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Type of teaching certification held | T-RQ4 |
| TQA | H12a | Question: “Which of the following best describes the type of educator preparation program you participated in while earning your current and initial certification? _x000D_ _x000D_ Initial Certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H12b | Question “Current certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 |
| TQA | H13 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
National Board certification | T-RQ4 |
| TQA | H14 | Question “What was the result of the National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
National Board certification | T-RQ4 |
| TQA | H15 | Question “Counting this school year, how many years have you taught in your current school, including part-time teaching?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H16 | Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part-time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17a | Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ “Preschool”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17b | Question “Kindergarten”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17c | Question “First grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17d | Question “Second grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17e | Question “Third grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17f | Question “Fourth grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17g | Question “Fifth grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17h | Question: “Sixth grade or higher”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17i | Question: “{Continued} Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part tim_x000D_e? _x000D_ English as a Second Language (ESL), bilingual education, and/or dual language program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17j | Question: “Special education program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17k | Question: “Program for gifted children”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17l | Question: “Art or music program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H17m | Question: “Physical education program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 |
| TQA | H18 | Question “How long do you plan to continue to teach?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Intention to remain in teaching | T-RQ4 |
| TQA | H19 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and return to the MyECLS website. You can then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA |
| TQA | H19 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and return to the MyECLS website. You can then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| SPA | 0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SPA | 1 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_ ----_x000D_ 1. Special education teacher_x000D_ 2. Special education teacher consultant_x000D_ 3. General education teacher_x000D_ 4. Special education classroom aide_x000D_ 5. Speech-language pathologist_x000D_ 6. Physical therapist_x000D_ 7. Physical therapy assistant or aide_x000D_ 8. Occupational therapist_x000D_ 9. Occupational therapy assistant or aide_x000D_ 10. School psychologist_x000D_ 11. School counselor_x000D_ 12. School social worker_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 |
| SPA | 1os | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | |
| SPA | 2 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 |
| SPA | 2os | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | |
| SPA | 3a | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 3aos | Other specify text for teacher or service provider's caseload | SE-RQ1 | |
| SPA | 3b | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4b | Question “4 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4c | Question “5 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4d | Question “6 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4e | Question “7 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4f | Question “8 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4g | Question “9 years old or older”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4h | Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5a | Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups? _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 6a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}?_x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 6b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 7 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 8 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week? (Include children you work with directly, as well as children for whom you consult with the general education teacher and/or another special education teacher or service provider.)”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 9 | Question “During this school year, where have you worked with children with IEPs?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. In a general education classroom_x000D_ 2. In a special education classroom_x000D_ 3. In a non-classroom space (for example, office, therapy room, small work space, mobile van, etc.)_x000D_ 4. In a location outside the school setting (for example, a private clinic or a child's home, including virtual or video-based instruction)_x000D_ 91. Other (Please specify):_x000D_ |
Location of services and inclusion | SE-RQ3 and SE-RQ5 |
| SPA | 9os | Other specify text for location of services and inclusion | SE-RQ3 and SE-RQ5 | |
| SPA | 10 | Question “For how many students with IEPs do you serve as case manager?”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 11 | Question “Please indicate the extent to which you agree or disagree with the following statement. I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 12 | Question “The next few questions are about students’ classroom behavior. How often does disruptive student behavior interfere with your instruction?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Job satisfaction and self-efficacy | SE-RQ7 |
| SPA | 13 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Job satisfaction and self-efficacy | SE-RQ7 |
| SPA | 14a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_ _x000D_ {Classroom routines/Routines} are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 15a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies to the students you {teach/serve}?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15d | Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)"_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16a | Question “How strongly do you agree or disagree that you utilize the following practices?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16d | Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 17 | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 18 | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 19 | Question “Overall, how helpful were these activities to you?"_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 20 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 21 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 22 | Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_ ----_x000D_ 1. At least once a week_x000D_ 2. Once or twice a month_x000D_ 3. A few times a year_x000D_ 4. Once or never_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas:_x000D_ _x000D_ Providing large group instruction”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23b | Question “Providing small group or one-on-one instruction or therapy”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23c | Question “Managing students’ behavior"_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy).”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23e | Question “Conducting student assessments”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23f | Question “Finding needed human or material resources”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23g | Question “Communicating with parents”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 24a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements about your school._x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24e | Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24g | Question “{Continued} Please indicate the extent to which you agree with each of the following statements about your school. _x000D_ _x000D_ There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24i | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | T1 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. 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/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2b | Question “Visual display technology (for example, Smart Board)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2d | Question “Licensed computer software packages and paid digital subscriptions (for example, subscriptions to online apps, platforms, and programs)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T3 | Question “Do you implement any of the following technology use practices as learning tools in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal tablets, cell phones, or other digital devices 2. Require students to use personal tablets, cell phones, or other digital devices 3. Encourage students to use school-provided tablets or other digital devices 4. Require students to use school-provided tablets or other digital devices 5. Encourage students to use school computers 6. Require students to use school computers 7. None of the above_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T4a | Question “Please report the number of computers and other electronic devices that are available to your students with IEPs every day. _x000D_ Total number of devices”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic device whether they remain in the room or are brought in daily. If none, write “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | SE-RQ7 |
| SPA | T4b | Question “Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic device whether they remain in the room or are brought in daily. If none, write “0.”” _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | SE-RQ7 |
| SPA | T6a | Question “How frequently do you or your students use computers (desktop or laptop) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8b | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8c | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8d | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | 25a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements?_x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25e | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 26a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction?_x000D_ _x000D_ The amount a student can learn is primarily related to family background.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 26b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 26c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27b | Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 28 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Teacher or service provider's gender | SE-RQ6 |
| SPA | 29 | Question “In what year were you born?” _x000D_ _x000D_ Watermark “Enter year” |
Teacher or service providers' age | SE-RQ6 |
| SPA | 30 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's race/ethnicity | SE-RQ6 |
| SPA | 31 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher or service provider's race/ethnicity | SE-RQ6 |
| SPA | 32 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 33a | Question “What is the name of the college or university where you earned your highest degree and where is it located?” | Teacher or service provider's education | SE-RQ6 |
| SPA | 33b | Question "City:" | Teacher or service provider's education | SE-RQ6 |
| SPA | 33c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher or service provider's education | SE-RQ6 |
| SPA | 34 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 35 | Question “What was the major field(s) of study of your highest level graduate degree?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 36 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 37 | Question “{Now I have some questions about specific topics that may have been addressed in your coursework.} Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Response to Intervention_x000D_ 2. Early Intervening Services_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 38 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 39 | Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” _x000D_ _x000D_ InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.”_x000D_ ----_x000D_ 1. Disability-specific credential_x000D_ 2. Special education credential (for more than one disability category)_x000D_ 3. Early childhood special education credential_x000D_ 4. General education credential_x000D_ 5. Speech-language pathology license or credential_x000D_ 6. Do not have a credential, license, or certificate_x000D_ 91. Other professional license, credential or endorsement (Please specify):_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 39OS | Teacher or service provider's education | SE-RQ6 | |
| SPA | 40a | Question “Which of the following best describes the type of educator preparation program you participated in while earning your current and initial certification? _x000D_ _x000D_ Initial certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Other specify text for teacher or service provider's education | SE-RQ6 |
| SPA | 40b | Question “Current certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 41 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 42 | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 43 | Question “The next few questions pertain to your years of experience. Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's education | SE-RQ6 |
| SPA | 44 | Question “{The next few questions pertain to your years of experience.} Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 45 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 46 | Question “How long do you plan to continue to teach or provide related services?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Teachers' experience | SE-RQ6 |
| SPA | 47 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | NA | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| SPA | 0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SPA | 1 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_ ----_x000D_ 1. Special education teacher_x000D_ 2. Special education teacher consultant_x000D_ 3. General education teacher_x000D_ 4. Special education classroom aide_x000D_ 5. Speech-language pathologist_x000D_ 6. Physical therapist_x000D_ 7. Physical therapy assistant or aide_x000D_ 8. Occupational therapist_x000D_ 9. Occupational therapy assistant or aide_x000D_ 10. School psychologist_x000D_ 11. School counselor_x000D_ 12. School social worker_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 |
| SPA | 1OS | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | |
| SPA | 2 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 |
| SPA | 2OS | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | |
| SPA | 3a | Question “In what grade levels are the students you {teach/serve}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Pre-kindergarten_x000D_ 2. Transitional kindergarten_x000D_ 3. Kindergarten_x000D_ 4. Transitional first grade_x000D_ 5. First grade_x000D_ 6. Second grade_x000D_ 7. Third grade_x000D_ 8. Fourth grade_x000D_ 9. Fifth grade or higher_x000D_ |
Teachers' position or assignment | SE-RQ1 |
| SPA | 3b | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 3c | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4b | Question “4 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4c | Question “5 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4d | Question “6 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4e | Question “7 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4f | Question “8 years old”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4g | Question “9 years old or older”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 4h | Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5a | Question “How many of the children with IEPs that you {teach/serve} are members of the following groups?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 5g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 6a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 6b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 7 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 8 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week? (Include children you work with directly, as well as children for whom you consult with the general education teacher and/or another special education teacher or service provider.)”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 9 | Question “During this school year, where have you worked with children with IEPs?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. In a general education classroom_x000D_ 2. In a special education classroom_x000D_ 3. In a non-classroom space (for example, office, therapy room, small work space, mobile van, etc.)_x000D_ 4. In a location outside the school setting (for example, a private clinic or a child's home, including virtual or video-based instruction)_x000D_ 91. Other (Please specify):_x000D_ |
Location of services and inclusion | SE-RQ3 and SE-RQ5 |
| SPA | 9OS | Other specify text for location of services and inclusion | SE-RQ3 and SE-RQ5 | |
| SPA | 10 | Question “For how many students with IEPs do you serve as case manager?”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 11 | Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_ _x000D_ I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teacher or service provider's caseload | SE-RQ1 |
| SPA | 12 | Question “The next few questions are about students’ classroom behavior. How often does disruptive student behavior interfere with your instruction?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Teaching methods and materials | SE-RQ7 |
| SPA | 13 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Teaching methods and materials | SE-RQ7 |
| SPA | 14a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_ _x000D_ {Classroom routines/Routines} are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 14b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 14d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 14f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 14g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies to the students you {teach/serve}?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 15b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 15c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 15d | Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 15e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 |
| SPA | 16a | Question “How strongly do you agree or disagree that you utilize the following practices?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 16d | Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 |
| SPA | 17 | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teachers' education | SE-RQ6 |
| SPA | 18 | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 19 | Question “Overall, how helpful were these activities to you?”_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 20 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teachers' education | SE-RQ6 |
| SPA | 21 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 22 | Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_ ----_x000D_ 1. At least once a week_x000D_ 2. Once or twice a month_x000D_ 3. A few times a year_x000D_ 4. Once or never_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas:_x000D_ _x000D_ Providing large group instruction”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23b | Question “Providing small group or one-on-one instruction or therapy”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23c | Question “Managing students’ behavior”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy)”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23e | Question “Conducting student assessments”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23f | Question “Finding needed human or material resources”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 23g | Question “Communicating with parents”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 24a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements about your school. _x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24e | Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24g | Question “{Continued} Please indicate the extent to which you agree with each of the following statements about your school._x000D_ _x000D_ There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24i | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 24l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | T1 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. 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/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ7 |
| SPA | T2b | Question “Visual display technology (for example, Smart Board)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T2d | Question “Licensed computer software packages and paid digital subscriptions (for example, subscriptions to online apps, platforms, and programs)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T3 | Question “Do you implement any of the following technology use practices as learning tools in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal tablets, cell phones, or other digital devices 2. Require students to use personal tablets, cell phones, or other digital devices 3. Encourage students to use school-provided tablets or other digital devices 4. Require students to use school-provided tablets or other digital devices 5. Encourage students to use school computers 6. Require students to use school computers_x000D_ 7. None of the above_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T4a | Question “Please report the number of computers and other electronic devices that are available to your students with IEPs every day. _x000D_ Total number of devices”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic device whether they remain in the room or are brought in daily. If none, write “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional resources | SE-RQ7 |
| SPA | T4b | Question “Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic device whether they remain in the room or are brought in daily. If none, write “0.”” _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | SE-RQ7 |
| SPA | T6a | Question “How frequently do you or your students use computers (desktop or laptop) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional resources | SE-RQ7 |
| SPA | T6c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T6f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T7f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8b | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8c | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T8d | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional resources | SE-RQ5 |
| SPA | T9b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | T9f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 |
| SPA | 25a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements? _x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 |
| SPA | 25b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 |
| SPA | 25c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional resources | SE-RQ6 |
| SPA | 25d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25e | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 25g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional resources | SE-RQ6 |
| SPA | 25h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 26a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction? _x000D_ _x000D_ The amount a student can learn is primarily related to family background.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 26b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 |
| SPA | 26c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27b | Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 27c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 |
| SPA | 28 | Question “The next set of questions ask for your background, education experience, and credentials. The first questions are about your characteristics. What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Teacher or service provider's gender | SE-RQ6 |
| SPA | 29 | Question “In what year were you born?” _x000D_ _x000D_ Watermark: “Enter year” |
Teacher or service providers' age | SE-RQ6 |
| SPA | 30 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's race/ethnicity | SE-RQ6 |
| SPA | 31 | Question “Which best describes your race?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teachers' demographics | SE-RQ6 |
| SPA | 32 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 33a | Question “What is the name of the college or university where you earned your highest degree and where is it located?” | Teacher or service provider's education | SE-RQ6 |
| SPA | 33b | Question "City:" | Teachers' education | SE-RQ6 |
| SPA | 33c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher or service provider's education | SE-RQ6 |
| SPA | 34 | Question “What was your undergraduate major field(s) of study?"_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 35 | Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 36 | Question “Have you ever taken a college course in the following areas?"_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 37 | Question “{Now I have some questions about specific topics that may have been addressed in your coursework.} Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Response to Intervention_x000D_ 2. Early Intervening Services_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 38 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 39 | Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” _x000D_ _x000D_ InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.”_x000D_ ----_x000D_ 1. Disability-specific credential_x000D_ 2. Special education credential (for more than one disability category)_x000D_ 3. Early childhood special education credential_x000D_ 4. General education credential_x000D_ 5. Speech-language pathology license or credential_x000D_ 6. Do not have a credential, license, or certificate_x000D_ 91. Other professional license, credential or endorsement (Please specify):_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 39OS | Othe specify for teacher or service provider's education | SE-RQ6 | |
| SPA | 40a | Question “Which of the following best describes the type of educator preparation program you participated in while earning your current and initial certification? _x000D_ _x000D_ Initial certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 40b | Question “Current certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 41 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 42 | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | SE-RQ6 |
| SPA | 43 | Question “The next few questions pertain to your years of experience. Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 44 | Question “{The next few questions pertain to your years of experience.} Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 45 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 |
| SPA | 46 | Question “How long do you plan to continue to teach or provide related services?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 |
| SPA | 47 | Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click “Finish” to complete this survey and then check to see if there are any more surveys assigned to you.” | NA | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| INC | ARC000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| ARC | ARC001a | Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_ _x000D_ •This is NOT a test and should NOT be administered directly to the child. _x000D_ _x000D_ •Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_ _x000D_ •Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC001b | Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon._x000D_ _x000D_ Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_ _x000D_ Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_ _x000D_ In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_ _x000D_ Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_ _x000D_ Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_ _x000D_ Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_ _x000D_ If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_ _x000D_ If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC005a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.” _x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005g | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005h | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005i | Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005j | Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005k | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005l | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes simple stories – for example, by writing about a personal experience in a journal."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005m | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005n | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005o | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?”"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC005 | Question “For this set of questions, please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC010 | Question “Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC015 | Question “Is a good listener in conversations with peers.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC020 | Question “Uses a varied vocabulary in spoken language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC025 | Question “Responds to questions in a thoughtful way that makes sense.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC030 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses grammatically correct sentences when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC035 | Question “Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC040 | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC045 | Question “Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC050 | Question “Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC055 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Is a good listener in conversations with adults.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC060 | Question “Instructs peers in tasks which need to be done in a certain order.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC065 | Question “Uses academic language learned in the classroom when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC070 | Question “Uses language effectively to initiate appropriate interactions with other children.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC075 | Question “Tries repeatedly to communicate information which has not been understood.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC080 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses evidence from a text or word problem to support {his/her} answer.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC085 | Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC090 | Question “Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC095 | Question “Asks questions about information which is unclear to {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC100 | Question “Shows understanding of spoken instructions and daily conversations.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC105 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC110 | Question “Uses language effectively to initiate appropriate interactions with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC115 | Question “Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC120 | Question “Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC125 | Question “Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC130 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC135 | Question “Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC140 | Question “Actively contributes within a classroom discussion.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC145 | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D_ _x000D_ InstResp “Select only one.”_x000D_ ----_x000D_ 1. Scribbling_x000D_ 2. Drawing a picture_x000D_ 3. Can copy {his/her} name_x000D_ 4. Can copy sentences from the board_x000D_ 5. Write {his/her} name without copying_x000D_ 6. Can write most letters when asked to write the letter_x000D_ 7. Write initial sounds for many words_x000D_ 8. Write simple 2-4 letter words with invented spelling_x000D_ 9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_ 10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_ 11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_ 91. Other (Please specify):_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200OS | Other specific for Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | |
| ELC | ELC205 | Question “How much does {CHILD} enjoy writing?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little bit_x000D_ 3. Somewhat_x000D_ 4. Quite a bit_x000D_ 5. Very much_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC001 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC002 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC003 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC004 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC005 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC006 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC007 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC008 | Question “Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC009 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC011 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC012 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC013 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC014 | Question “Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC015 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC016 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC017 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC018 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC019 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC021 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC022 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC001 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Observes rules and follows directions without requiring repeated reminders.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC002 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC003 | Question “Completes tasks successfully.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC004 | Question “Attempts new challenging tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC005 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC006 | Question “{Continued} Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Responds to instructions and then begins an appropriate task without being reminded.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC007 | Question “Takes time to do {his/her} best on a task.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC008 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC009 | Question “Sees own errors in a task and corrects them.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC010 | Question “Returns to unfinished tasks after interruption.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC001 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC002 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC003 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC004 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC005 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC006 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC007 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC008 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC009 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC010 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC011 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC012 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC001 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC002 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC003 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC004 | Question “Likes being in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC005 | Question “{Continued} Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC006 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC007 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC001 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC002 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC003 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC004 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC005 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC006 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC007 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC008 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC009 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC010 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| PRC | PRC001 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC002 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC003 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC004 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC005 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC006 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC007 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC008 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC009 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC001 | Question “In what type of program is {CHILD} enrolled?"_x000D_ ----_x000D_ 1. Full-day program_x000D_ 2. Morning part-day program_x000D_ 3. Afternoon part-day program_x000D_ |
Kindergarten program type | T-RQ1, T-RQ2 |
| SIC | SIC002 | Question “Is the 2022-23 school year {CHILD}’s …?”_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | T-RQ1, T-RQ2 |
| SIC | SIC003 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Testing accommodations and participation | T-RQ2 |
| SIC | SIC004 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC005 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC006 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC007 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC008 | Question “Are you {CHILD}’s primary teacher in the following subject areas?“_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | T-RQ1, T-RQ2, T-RQ3 |
| SIC | SIC009 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed.” | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| INC | SSC000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| ARC | ARC001a | Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_ _x000D_ •This is NOT a test and should NOT be administered directly to the child. _x000D_ _x000D_ •Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_ _x000D_ •Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC001b | Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon._x000D_ _x000D_ Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_ _x000D_ Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_ _x000D_ In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_ _x000D_ Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_ _x000D_ Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_ _x000D_ Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_ _x000D_ If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_ _x000D_ If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC005a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.” _x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005g | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005h | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005i | Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005j | Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005k | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005l | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes simple stories – for example, by writing about a personal experience in a journal."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005m | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005n | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005o | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?”"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC005 | Question “For this set of questions, please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC010 | Question “Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC015 | Question “Is a good listener in conversations with peers.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC020 | Question “Uses a varied vocabulary in spoken language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC025 | Question “Responds to questions in a thoughtful way that makes sense.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC030 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses grammatically correct sentences when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC035 | Question “Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC040 | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC045 | Question “Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC050 | Question “Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC055 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Is a good listener in conversations with adults.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC060 | Question “Instructs peers in tasks which need to be done in a certain order.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC065 | Question “Uses academic language learned in the classroom when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC070 | Question “Uses language effectively to initiate appropriate interactions with other children.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC075 | Question “Tries repeatedly to communicate information which has not been understood.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC080 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses evidence from a text or word problem to support {his/her} answer.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC085 | Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC090 | Question “Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC095 | Question “Asks questions about information which is unclear to {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC100 | Question “Shows understanding of spoken instructions and daily conversations.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC105 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC110 | Question “Uses language effectively to initiate appropriate interactions with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC115 | Question “Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC120 | Question “Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC125 | Question “Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC130 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC135 | Question “Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC140 | Question “Actively contributes within a classroom discussion.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC145 | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D_ _x000D_ InstResp “Select only one.”_x000D_ ----_x000D_ 1. Scribbling_x000D_ 2. Drawing a picture_x000D_ 3. Can copy {his/her} name_x000D_ 4. Can copy sentences from the board_x000D_ 5. Write {his/her} name without copying_x000D_ 6. Can write most letters when asked to write the letter_x000D_ 7. Write initial sounds for many words_x000D_ 8. Write simple 2-4 letter words with invented spelling_x000D_ 9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_ 10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_ 11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_ 91. Other (Please specify):_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200OS | Other specific for Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | |
| ELC | ELC205 | Question “How much does {CHILD} enjoy writing?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little bit_x000D_ 3. Somewhat_x000D_ 4. Quite a bit_x000D_ 5. Very much_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC001 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC002 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC003 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC004 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC005 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC006 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC007 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC008 | Question “Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC009 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC011 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC012 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC013 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC014 | Question “Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC015 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC016 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC017 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC018 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC019 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC021 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC022 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC001 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Observes rules and follows directions without requiring repeated reminders.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC002 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC003 | Question “Completes tasks successfully.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC004 | Question “Attempts new challenging tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC005 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC006 | Question “{Continued} Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Responds to instructions and then begins an appropriate task without being reminded.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC007 | Question “Takes time to do {his/her} best on a task.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC008 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC009 | Question “Sees own errors in a task and corrects them.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC010 | Question “Returns to unfinished tasks after interruption.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC001 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC002 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC003 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC004 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC005 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC006 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC007 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC008 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC009 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC010 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC011 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC012 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| STC | STC001 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC002 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC003 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC004 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC005 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC006 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC007 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC008 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC009 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC010 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC011 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC012 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC013 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC014 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC015 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| SLC | SLC001 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC002 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC003 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC004 | Question “Likes being in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC005 | Question “{Continued} Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC006 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC007 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC001 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC002 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC003 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC004 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC005 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC006 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC007 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC008 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC009 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC010 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| PRC | PRC001 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC002 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC003 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC004 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC005 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC006 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC007 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC008 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC009 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC001 | Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.”_x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade or higher_x000D_ 4. This is an ungraded classroom_x000D_ |
Current grade level | T-RQ1, T-RQ2 |
| SIC | SIC002 | Question “Is the 2022-23 school year {CHILD}’s …?”_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.”_x000D_ ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | T-RQ1, T-RQ2 |
| SIC | SIC003 | Question “How long has {CHILD} been in your classroom this school year?"_x000D_ ----_x000D_ 1. Entire school year_x000D_ 2. More than one semester but less than the entire school year_x000D_ 3. More than one quarter but less than one semester_x000D_ 4. Less than one quarter of the school year_x000D_ |
Length of time child has been enrolled in the classroom | T-RQ4, T-RQ7 |
| SIC | SIC004 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Testing accommodations and participation | T-RQ2 |
| SIC | SIC005 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_ ----_x000D_ 1. No absences_x000D_ 2. 1 to 4 absences_x000D_ 3. 5 to 7 absences_x000D_ 4. 8 to 10 absences_x000D_ 5. 11 to 19 absences_x000D_ 6. 20 or more absences_x000D_ |
Number of school absences | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, |
| SIC | SIC006 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_ _x000D_ InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC007 | Question “Why has {CHILD} fallen behind in school work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A health problem_x000D_ 2. A disciplinary problem_x000D_ 3. Lack of effort_x000D_ 4. Disorganized_x000D_ 5. Lacks prerequisite skills_x000D_ 6. Frequent absences_x000D_ 7. Emotional problems_x000D_ 8. Family problems_x000D_ 91. Some other reason (Please specify):_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC007OS | Other specify for child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | |
| SIC | SIC008 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | T-RQ1, T-RQ2, T-RQ4, T-RQ9 |
| SIC | SIC009 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individual tutoring remedial program in reading/language arts_x000D_ 2. Individual tutoring remedial program in mathematics_x000D_ 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_ 4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_ 5. Gifted and talented program in reading/language arts_x000D_ 6. Gifted and talented program in mathematics_x000D_ 7. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC010a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_ _x000D_ Instruction or services before school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC010b | Question “Instruction or services after school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC010c | Question “Instruction or services on weekends”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC011 | Question “Is English {CHILD}’s native language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ |
Child's ELL status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC012 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC013 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?”_x000D_ ----_x000D_ 1. Program that focuses on developing students' literacy in two languages_x000D_ 2. Program that focuses on developing students' literacy solely in English_x000D_ 3. No specialized language program is provided to this child_x000D_ 91. Other program (Please specify):_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC013OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | |
| SIC | SIC014a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC014b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC014c | Question “{Other program you specified: {SIC013OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC015a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC015b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC015c | Question “{Other program you specified: {SIC013OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC016 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_ ----_x000D_ 1. None of the time_x000D_ 2. Less than half of the time_x000D_ 3. Half of the time_x000D_ 4. More than half of the time_x000D_ 5. Almost all the time_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC017 | Question “Does {CHILD} have an IEP/IFSP?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's IEP/IFSP status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC018 | Question “Does {CHILD} have a 504 plan?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's Section 504 plan status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC019 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Speech-language therapy for children with speech or language disorders/impairments_x000D_ 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_ 3. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC020 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Social work services_x000D_ 2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_ 3. Behavior management program_x000D_ 4. Service coordination/case management services_x000D_ 5. Training/counseling for their family and/or caregivers_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC020OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | |
| SIC | SIC021 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ 4. Child does not participate in the school’s testing or assessment program_x000D_ 5. There is no testing or assessment program at this grade level_x000D_ |
Testing accommodations and participation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9 |
| SIC | SIC022a | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC022b | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC023a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_ _x000D_ Reading”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC023b | Question “Writing”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC023c | Question “Oral language”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC023d | Question “Math”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC023e | Question “Science”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC023f | Question “Social studies”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC024 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC025 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC026 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC027 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC028a | Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities?_x000D_ _x000D_ Attended regularly-scheduled conferences at your school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC028b | Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}’s progress”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC028c | Question “Returned your telephone calls or emails”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC028d | Question “Initiated contact with you”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC028e | Question “Volunteered to help you in your classroom or school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC029 | Question “How involved at the school would you say {CHILD}’s parents/guardians are?"_x000D_ ----_x000D_ 1. Not involved at all_x000D_ 2. Somewhat involved_x000D_ 3. Very involved_x000D_ 4. Overly involved_x000D_ 5. Don’t know_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC031 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Behavior problems the child was having in school_x000D_ 2. Any problems the child was having with school work_x000D_ 3. Anything the child was doing particularly well in or better in at school_x000D_ 4. None of the above_x000D_ |
Parent-teacher communication | T-RQ6, T-RQ9 |
| SIC | SIC032 | Question “Are you {CHILD}’s primary teacher in the following subject areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | T-RQ1, T-RQ2, T-RQ3 |
| SIC | SIC033 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed.” | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| INC | ARC000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| ARC | ARC001a | Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_ _x000D_ •This is NOT a test and should NOT be administered directly to the child. _x000D_ _x000D_ •Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_ _x000D_ •Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC001b | Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon. _x000D_ _x000D_ Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_ _x000D_ Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_ _x000D_ In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_ _x000D_ Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_ _x000D_ Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_ _x000D_ Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_ _x000D_ If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_ _x000D_ If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA |
| ARC | ARC005a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.” _x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005g | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005h | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005i | Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005j | Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005k | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005l | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes simple stories – for example, by writing about a personal experience in a journal.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005m | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005n | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC005o | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC010i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC015j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue "i" icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105h | Question “Reads first-grade books independently with comprehension – for example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells a story after reading it."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105i | Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather than reading word by word."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105j | Question “Demonstrates beginning writing skills – for example, writes sentences to express ideas while correctly spelling many short words like "hop" or "bed," and, if necessary, attempts approximate phonetic spelling for more difficult words (for example, "vakashun" for "vacation")."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105k | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes a story with a clear beginning, middle, and end."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105l | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105m | Question “Demonstrates an understanding of some of the conventions of print – for example, by appropriately using question marks, exclamation points, and quotation marks."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC105n | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110a | Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110b | Question “Forms explanations based on observations and explorations – for example, explains the best growing conditions for a plant after investigating with light and water.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110c | Question “Classifies and compares living and non-living things in different ways – for example, classifies vegetables that grow above or below the ground, or measures objects and classifies them by size or weight.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110d | Question “Makes logical predictions when pursuing scientific investigations – for example, predicts whether or not objects are magnetic based on the materials they are made of.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110e | Question “{Continued} Please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Communicates scientific information – for example, records data from measurement tools (for example, clocks, thermometers, etc.), or constructs bar graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110f | Question “Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110g | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC110h | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.)”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115b | Question “Fluently adds and subtracts within 10.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115c | Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115e | Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form – for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and writes that 289 = 200 + 80 + 9.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115f | Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115h | Question “Makes reasonable estimates of quantities – for example, looking at a group of objects and deciding if it is more than 10, about 50, or less than 100."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115i | Question “Measures length to the nearest whole number using common measurement instruments – for example, a ruler, yardstick, meterstick, or tape measure.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ARC | ARC115j | Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC005 | Question “For this set of questions, please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC010 | Question “Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC015 | Question “Is a good listener in conversations with peers.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC020 | Question “Uses a varied vocabulary in spoken language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC025 | Question “Responds to questions in a thoughtful way that makes sense.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC030 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses grammatically correct sentences when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC035 | Question “Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC040 | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC045 | Question “Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC050 | Question “Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC055 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Is a good listener in conversations with adults.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC060 | Question “Instructs peers in tasks which need to be done in a certain order.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC065 | Question “Uses academic language learned in the classroom when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC070 | Question “Uses language effectively to initiate appropriate interactions with other children.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC075 | Question “Tries repeatedly to communicate information which has not been understood.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC080 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses evidence from a text or word problem to support {his/her} answer.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC085 | Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC090 | Question “Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC095 | Question “Asks questions about information which is unclear to {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC100 | Question “Shows understanding of spoken instructions and daily conversations.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC105 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC110 | Question “Uses language effectively to initiate appropriate interactions with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC115 | Question “Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC120 | Question “Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC125 | Question “Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC130 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ 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.””_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC135 | Question “Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC140 | Question “Actively contributes within a classroom discussion.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC145 | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D__x000D_ _x000D_ InstResp “Select only one.”_x000D_ ----_x000D_ 1. Scribbling_x000D_ 2. Drawing a picture_x000D_ 3. Can copy {his/her} name_x000D_ 4. Can copy sentences from the board_x000D_ 5. Write {his/her} name without copying_x000D_ 6. Can write most letters when asked to write the letter_x000D_ 7. Write initial sounds for many words_x000D_ 8. Write simple 2-4 letter words with invented spelling_x000D_ 9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_ 10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_ 11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_ 91. Other (Please specify):_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| ELC | ELC200OS | Other specify for child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | |
| ELC | ELC205 | Question “How much does {CHILD} enjoy writing?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little bit_x000D_ 3. Somewhat_x000D_ 4. Quite a bit_x000D_ 5. Very much_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC001 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC002 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC003 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC004 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC005 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC006 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC007 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC008 | Question “Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC009 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC011 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC012 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC013 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC014 | Question “Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC015 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC016 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC017 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC018 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC019 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC021 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SSC | SSC022 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC001 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Observes rules and follows directions without requiring repeated reminders.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC002 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC003 | Question “Completes tasks successfully.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC004 | Question “Attempts new challenging tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC005 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC006 | Question “{Continued} Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Responds to instructions and then begins an appropriate task without being reminded.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC007 | Question “Takes time to do {his/her} best on a task.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC008 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC009 | Question “Sees own errors in a task and corrects them.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| BRC | BRC010 | Question “Returns to unfinished tasks after interruption.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC001 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC002 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC003 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC004 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC005 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC006 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC007 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC008 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC009 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC010 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC011 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| CBC | CBC012 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| STC | STC001 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC002 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC003 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC004 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC005 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC006 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC007 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC008 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC009 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC010 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC011 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC012 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC013 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC014 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| STC | STC015 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 |
| SLC | SLC001 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC002 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC003 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC004 | Question “Likes being in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC005 | Question “{Continued} Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC006 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SLC | SLC007 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC001 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC002 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC003 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC004 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC005 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC006 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC007 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC008 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC009 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| SPC | SPC010 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 |
| PRC | PRC001 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC002 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC003 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC004 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC005 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC006 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC007 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC008 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PRC | PRC009 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC005a | Question “During this school year, how often have other students ..._x000D_ _x000D_ Teased, made fun of, or called {CHILD} names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC005b | Question “Told lies or untrue stories about {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC005c | Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC005d | Question “Intentionally excluded or left {CHILD} out from playing with them?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC010a | Question “During this school year, how often has {CHILD} ..._x000D_ _x000D_ Teased, made fun of, or called other students names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC010b | Question “Told lies or untrue stories about other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC010c | Question “Pushed, shoved, slapped, hit, or kicked other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| PVC | PVC010d | Question “Intentionally excluded or left other students out from playing with him or her?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC001 | Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade or higher_x000D_ 4. This is an ungraded classroom_x000D_ |
Current grade level | T-RQ1, T-RQ2 |
| SIC | SIC002 | Question “Is the 2022-23 school year {CHILD}’s...?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | T-RQ1, T-RQ2 |
| SIC | SIC002a | Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade_x000D_ 4. Second grade_x000D_ 5. Third grade or higher_x000D_ 6. This is an ungraded classroom_x000D_ |
Current grade level | T-RQ1, T-RQ2 |
| SIC | SIC003 | Question “How long has {CHILD} been in your classroom this school year?"_x000D_ ----_x000D_ 1. Entire school year_x000D_ 2. More than one semester but less than the entire school year_x000D_ 3. More than one quarter but less than one semester_x000D_ 4. Less than one quarter of the school year_x000D_ |
Length of time child has been enrolled in the classroom | T-RQ4, T-RQ7 |
| SIC | SIC004 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ 5. Always_x000D_ |
Testing accommodations and participation | T-RQ2 |
| SIC | SIC005 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_ ----_x000D_ 1. No absences_x000D_ 2. 1 to 4 absences_x000D_ 3. 5 to 7 absences_x000D_ 4. 8 to 10 absences_x000D_ 5. 11 to 19 absences_x000D_ 6. 20 or more absences_x000D_ |
Number of school absences | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, |
| SIC | SIC006 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_ _x000D_ InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.’"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC007 | Question “Why has {CHILD} fallen behind in school work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A health problem_x000D_ 2. A disciplinary problem_x000D_ 3. Lack of effort_x000D_ 4. Disorganized_x000D_ 5. Lacks prerequisite skills_x000D_ 6. Frequent absences_x000D_ 7. Emotional problems_x000D_ 8. Family problems_x000D_ 91. Some other reason (Please specify):_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC007OS | Other specify for child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | |
| SIC | SIC008 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | T-RQ1, T-RQ2, T-RQ4, T-RQ9 |
| SIC | SIC010 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individual tutoring remedial program in reading/language arts_x000D_ 2. Individual tutoring remedial program in mathematics_x000D_ 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_ 4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_ 5. Gifted and talented program in reading/language arts_x000D_ 6. Gifted and talented program in mathematics_x000D_ 7. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC011a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_ _x000D_ Instruction or services before school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC011b | Question “Instruction or services after school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC011c | Question ”Instruction or services on weekends”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 |
| SIC | SIC012 | Question “Is English {CHILD}’s native language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ |
Child's ELL status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC013 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of special services | T-TQ1, T-RQ3, T-RQ9 |
| SIC | SIC014 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an…?”_x000D_ ----_x000D_ 1. Program that focuses on developing students’ literacy in two languages_x000D_ 2. Program that focuses on developing students’ literacy solely in English_x000D_ 3. No specialized language program is provided to this child_x000D_ 91. Other program (Please specify):_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC014OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | |
| SIC | SIC016a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC016b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC016c | Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC017a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC017b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC017c | Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 |
| SIC | SIC018 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_ ----_x000D_ 1. None of the time_x000D_ 2. Less than half of the time_x000D_ 3. Half of the time_x000D_ 4. More than half of the time_x000D_ 5. Almost all the time_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC019 | Question "Does {CHILD} have an IEP/IFSP?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's IEP/IFSP status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC020 | Question "Does {CHILD} have a 504 plan?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's Section 504 plan status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 |
| SIC | SIC021 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Speech-language therapy for children with speech or language disorders/impairments_x000D_ 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_ 3. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC022 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Social work services_x000D_ 2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_ 3. Behavior management program_x000D_ 4. Service coordination/case management services_x000D_ 5. Training/counseling for their family and/or caregivers_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC022OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | |
| SIC | SIC023 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don't know_x000D_ 4. Child does not participate in the school’s testing or assessment program_x000D_ 5. There is no testing or assessment program at this grade level_x000D_ |
Testing accommodations and participation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9 |
| SIC | SIC024 | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC025 | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC026a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_ _x000D_ Reading”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC026b | Question “Writing”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC026c | Question “Oral language”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC026d | Question “Math”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC026e | Question “Science”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC026f | Question “Social studies”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 |
| SIC | SIC027 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC028 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC029 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 |
| SIC | SIC030 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 |
| SIC | SIC031a | Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities? _x000D_ _x000D_ Attended regularly-scheduled conferences at your school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC031b | Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}'s progress”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC031c | Question “Returned your telephone calls or emails”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC031d | Question “Initiated contact with you”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC031e | Question “Volunteered to help you in your classroom or school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC032 | Question “How involved at the school would you say {CHILD}’s parents/guardians are?”_x000D_ ----_x000D_ 1. Not involved at all_x000D_ 2. Somewhat involved_x000D_ 3. Very involved_x000D_ 4. Overly involved_x000D_ 5. Don’t know_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 |
| SIC | SIC034 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Behavior problems the child was having in school_x000D_ 2. Any problems the child was having with school work_x000D_ 3. Anything the child was doing particularly well in or better in at school_x000D_ 4. None of the above_x000D_ |
Parent-teacher communication | T-RQ6, T-RQ9 |
| SIC | SIC035 | Question “Are you {CHILD}’s primary teacher in the following subject areas?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | T-RQ1, T-RQ2, T-RQ3 |
| SIC | SIC036 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed." | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question | |
| SPB | 0 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | |
| SPB | 1b | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has the child received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | |
| SPB | 2 | Question "Is {CHILD} currently receiving special education services through an IEP due to a disability or has the child received such services during this school year?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | |
| SPB | 3a | Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide instruction directly to {CHILD}_x000D_ 2. Provide related services directly to {CHILD}_x000D_ 3. Provide consultation services directly to {CHILD}_x000D_ 4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_ 5. Provide case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SE-RQ7 | |
| SPB | 3aos | Other specify text on type and amount of special education services | SE-RQ7 | ||
| SPB | 3b | Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or distance learning in the current school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide virtual instruction directly to {CHILD}_x000D_ 2. Provide virtual related services directly to {CHILD}_x000D_ 3. Provide virtual consultation services directly to {CHILD}_x000D_ 4. Provide virtual indirect consultation services (for example, consultation to {CHILD}’s teacher, preparation of accessible materials)_x000D_ 5. Provide virtual case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SE-RQ7 | |
| SPB | 3bos | Other specify text on type and amount of special education services | SE-RQ7 | ||
| SPB | 4 | Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ |
When services began | SE-RQ3 | |
| SPB | 5 | Question “Did {CHILD} have an IEP or Individualized Family Service Plan (IFSP) during the prior school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
When services began | SE-RQ3 | |
| SPB | 6 | Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s early intervention or special education program to this school year’s?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition to Kindergarten | SE-RQ4 | |
| SPB | 7 | Question “To what extent did you communicate with the person(s) who provided early intervention or special education services to {CHILD} last school year?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ 4. I provided special education or early intervention to {CHILD} last year._x000D_ |
Transition to Kindergarten | SE-RQ4 | |
| SPB | 8 | Question “Have you reviewed {CHILD}’s records related to early intervention or special education services provided before this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, I don't have access to the records._x000D_ 3. No, I have access to the records but have not reviewed them._x000D_ 4. No, I provided special education or early intervention to {CHILD} last year._x000D_ |
Record review | SE-RQ4 | |
| SPB | 9 | Question “What is {CHILD}’s primary disability as identified on the child’s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Speech or language impairments_x000D_ 2. Specific learning disabilities_x000D_ 3. Emotional disturbance_x000D_ 4. Intellectual disability_x000D_ 5. Developmental delay_x000D_ 6. Visual impairments (including blindness)_x000D_ 7. Hearing impairments (including deafness)_x000D_ 8. Orthopedic impairments_x000D_ 9. Other health impairments_x000D_ 10. Autism_x000D_ 11. Traumatic brain injury_x000D_ 12. Deafblindness_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given_x000D_ |
Child's disabilities | SE-RQ2 | |
| SPB | 10 | Question “What are {CHILD}’s other disabilities, if any, as identified on the child’s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. No other disabilities_x000D_ 2. {Speech or language impairments}_x000D_ 3. {Specific learning disabilities}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Intellectual disability}_x000D_ 6. {Developmental delay}_x000D_ 7. {Visual impairments (including blindness)}_x000D_ 8. {Hearing impairments (including deafness)}_x000D_ 9. {Orthopedic impairments}_x000D_ 10. {Other health impairments}_x000D_ 11. {Autism}_x000D_ 12. {Traumatic brain injury}_x000D_ 13. {Deaf-blindness}_x000D_ 14. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 15. {No classification is given}_x000D_ |
Child's disabilities | SE-RQ2 | |
| SPB | 11 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | SE-RQ2 | |
| SPB | 12 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
IEP goals | SE-RQ2 | |
| SPB | 12os | Other specify text on IEP goals | |||
| SPB | 13 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other (Please specify):_x000D_ |
Special education and related services | SE-RQ2 | |
| SPB | 13os | Other specify text on special education and related services | SE-RQ2 | ||
| SPB | 14 | Question “During this school year, has {CHILD} received any of the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Adaptive physical education_x000D_ 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_ 3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_ 4. Teacher used Braille to provide instruction_x000D_ 5. Child was taught how to use Braille_x000D_ 6. Teacher used American Sign Language to provide instruction_x000D_ 7. Child was taught how to use American Sign Language_x000D_ 8. Teacher used Manual English to provide instruction_x000D_ 9. Child was taught how to use Manual English_x000D_ 10. Teacher used Cued Speech to provide instruction_x000D_ 11. Child was taught how to use Cued Speech_x000D_ 12. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_ 13. Tutoring/remediation from special education teacher_x000D_ 14. Training, counseling, and other supports/services provided to child's family_x000D_ 15. None of the above_x000D_ |
Type and amount of special education services | SE-RQ2 | |
| SPB | 15 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Placement | SE-RQ5 | |
| SPB | 16 | Question “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 {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | SE-RQ2 | |
| SPB | 17 | Question “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?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Placement | SE-RQ5 | |
| SPB | 18 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Oneonone instruction_x000D_ 2. Smallgroup instruction_x000D_ 3. Largegroup instruction_x000D_ 4. Co-teaching_x000D_ 5. Cooperative learning_x000D_ 6. Peer tutoring_x000D_ 7. Computerbased instruction_x000D_ 8. Direct instruction_x000D_ 9. Cognitive strategies_x000D_ 10. Selfmanagement_x000D_ 11. Behavior management_x000D_ 12. Instruction received through a sign interpreter_x000D_ 13. None of the above_x000D_ |
Teaching methods/materials | SE-RQ2 | |
| SPB | 19a | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials and Inclusion | SE-RQ2 an SE-RQ5 | |
| SPB | 19b | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials | SE-RQ2 | |
| SPB | 20a | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 | |
| SPB | 20b | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Vans, vehicles_x000D_ 2. Wheelchair_x000D_ 3. Walker_x000D_ 4. White cane_x000D_ 5. Electronic with voice output (for example, Touch Talker)_x000D_ 6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_ 7. Non-electronic (for example, manual printing board)_x000D_ 8. Hearing aids_x000D_ 9. FM loops_x000D_ 10. TTYs/TDDs_x000D_ 11. Cochlear implants_x000D_ 12. Realtime captioning_x000D_ 13. Braille texts_x000D_ 14. Electronic Braille devices_x000D_ 15. Digital texts_x000D_ 16. Magnifying devices_x000D_ 17. Closecaptioned television (CCTV)_x000D_ 18. Tape recorder_x000D_ 19. Calculator_x000D_ 20. Electronic spelling devices_x000D_ 21. Used solely by individual child_x000D_ 22. Shared with other children_x000D_ 23. Reading_x000D_ 24. Writing_x000D_ 25. Mathematics_x000D_ 26. No assistive technologies or devices were used_x000D_ 91. Other assistive technologies or devices (Please specify):_x000D_ |
Teaching methods/materials | SE-RQ2 | |
| SPB | 20bos | Other specify text on teaching methods/materials | SE-RQ2 | ||
| SPB | 21 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her} for use full time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 | |
| SPB | 22 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her} program or progress?”_x000D_ ----_x000D_ 1. Not applicable because I am {CHILD}’s general education teacher_x000D_ 2. Not applicable to my work with {CHILD}_x000D_ 3. Every day or several times a week_x000D_ 4. Once a week or several times a month_x000D_ 5. Once a month_x000D_ 6. A few times over the school year_x000D_ 7. Once during this school year_x000D_ 8. Never during this school year_x000D_ |
Teacher communication | SE-RQ2 | |
| SPB | 23 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 15 minutes_x000D_ 2. 16 to 30 minutes_x000D_ 3. 31 to 45 minutes_x000D_ 4. 46 to 60 minutes_x000D_ 5. More than 60 minutes_x000D_ |
Teacher communication | SE-RQ2 | |
| SPB | 24 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | SE-RQ8 | |
| SPB | 25a | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25b | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25c | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25d | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25e | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25f | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25g | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25h | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25i | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25j | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25k | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25l | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25m | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25n | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 25o | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 | |
| SPB | 26 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Psychological_x000D_ 2. Speech/language_x000D_ 3. Vision_x000D_ 4. Hearing_x000D_ 5. Learning style_x000D_ 6. Motor skills_x000D_ 7. Academics_x000D_ 8. No evaluations for developing IEP goals were conducted this year_x000D_ 91. Other (Please specify):_x000D_ |
Evaluation for setting goals | SE-RQ1 | |
| SPB | 26os | Other specify text for evaluation for setting goals | SE-RQ1 | ||
| SPB | 27 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {HIS/HER} grade level this school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_ 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_ 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_ 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_ 5. There are no academic content standards at this grade level._x000D_ |
Expectation for meeting goals | SE-RQ7 | |
| SPB | 28 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | SE-RQ1 | |
| SPB | 29 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | SE-RQ1 | |
| SPB | 30 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Child did not participate in the school's testing or assessment program._x000D_ 2. Child participated in alternate assessments and no regular assessments._x000D_ 3. Child participated in some alternate assessments and some regular assessments._x000D_ 4. Child participated fully in the school's regular testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ |
Expectation for meeting goals and inclusion | SE-RQ1, SE-RQ5 | |
| SPB | 31 | Question “How far in school do you expect {CHILD} to go?"_x000D_ ----_x000D_ 1. Receive less than a high school diploma_x000D_ 2. Graduate from high school_x000D_ 3. Attend a vocational or technical school after high school_x000D_ 4. Attend two or more years of college_x000D_ 5. Finish a four- or five-year college degree_x000D_ 6. Earn a master's degree or equivalent_x000D_ 7. Finish a Ph.D., MD, or other advanced degree_x000D_ |
Expected attainment | SE-RQ1 | |
| SPB | 32 | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed. Please click "Finish" to complete your survey for {CHILD} and then check to see if there are any more children_x000D_ assigned to you.” |
Thank you to respondent | NA | |
| SPB | 51 | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed.” | Thank you to respondent | NA | |
| Section | Item # | Item Wording | Construct | Research Question |
| SPB | 0 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SPB | 1b | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has the child received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 |
| SPB | 2 | Question “Is {CHILD} currently receiving special education services through an IEP due to a disability or has the child received such services during this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 |
| SPB | 3a | Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide instruction directly to {CHILD}_x000D_ 2. Provide related services directly to {CHILD}_x000D_ 3. Provide consultation services directly to {CHILD}_x000D_ 4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_ 5. Provide case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SE-RQ7 |
| SPB | 3aos | Other specify text on type and amount of special education services | SE-RQ7 | |
| SPB | 3b | Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or distance learning in the current school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide virtual instruction directly to {CHILD}_x000D_ 2. Provide virtual related services directly to {CHILD}_x000D_ 3. Provide virtual consultation services directly to {CHILD}_x000D_ 4. Provide virtual indirect consultation services (for example, consultation to {CHILD}’s teacher, preperation of accessible materials)_x000D_ 5. Provide virtual case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SE-RQ7 |
| SPB | 3bos | Other specify text on type and amount of special education services | SE-RQ7 | |
| SPB | 4 | Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ 6. During second grade_x000D_ |
When services began | SE-RQ3 |
| SPB | 5 | Question “Is this the first school year that {CHILD} has been receiving special education services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
When services began | SE-RQ3 |
| SPB | 6 | Question “When did {CHILD} first start receiving special education or related services?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ 6. During second grade_x000D_ |
When services began | SE-RQ3 |
| SPB | 7 | Question “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 {CHILD}?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition | SE-RQ4 |
| SPB | 8 | Question “To what extent did you communicate with the person(s) who provided special education for {CHILD} last year?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ 4. I provided special education to {CHILD} last year._x000D_ |
Transition | SE-RQ4 |
| SPB | 9 | Question “Have you reviewed {CHILD}’s records related to special education services provided before this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, I don't have access to the records._x000D_ 3. No, I have access to the records but have not reviewed them._x000D_ 4. No, I provided special education to {CHILD} last year._x000D_ |
Record review | SE-RQ4 |
| SPB | 10 | Question “What is {CHILD}’s primary disability as identified on the child’s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Speech or language impairments_x000D_ 2. Specific learning disabilities_x000D_ 3. Emotional disturbance_x000D_ 4. Intellectual disability_x000D_ 5. Developmental delay_x000D_ 6. Visual impairments (including blindness)_x000D_ 7. Hearing impairments (including deafness)_x000D_ 8. Orthopedic impairments_x000D_ 9. Other health impairments_x000D_ 10. Autism_x000D_ 11. Traumatic brain injury_x000D_ 12. Deafblindness_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given_x000D_ |
Child's disabilities | SE-RQ2 |
| SPB | 11 | Question “What are {CHILD}’s other disabilities, if any, as identified on the child’s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. No other disabilities_x000D_ 2. {Speech or language impairments}_x000D_ 3. {Specific learning disabilities}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Intellectual disability}_x000D_ 6. {Developmental delay}_x000D_ 7. {Visual impairments (including blindness)}_x000D_ 8. {Hearing impairments (including deafness)}_x000D_ 9. {Orthopedic impairments}_x000D_ 10. {Other health impairments}_x000D_ 11. {Autism}_x000D_ 12. {Traumatic brain injury}_x000D_ 13. {Deaf-blindness}_x000D_ 14. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 15. {No classification is given}_x000D_ |
Child's disabilities | SE-RQ2 |
| SPB | 12 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | SE-RQ2 |
| SPB | 13 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
IEP goals | SE-RQ2 |
| SPB | 13os | Other specify text for IEP goals | SE-RQ2 | |
| SPB | 14 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other (Please specify):_x000D_ |
Special education and related services | SE-RQ2 |
| SPB | 14os | Special education and related services | SE-RQ2 | |
| SPB | 15 | Question “During this school year, has {CHILD} received any of the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Adaptive physical education_x000D_ 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_ 3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_ 4. Teacher used Braille to provide instruction_x000D_ 5. Child was taught how to use Braille_x000D_ 6. Teacher used American Sign Language to provide instruction_x000D_ 7. Child was taught how to use American Sign Language_x000D_ 8. Teacher used Manual English to provide instruction_x000D_ 9. Child was taught how to use Manual English_x000D_ 10. Teacher used Cued Speech to provide instruction_x000D_ 11. Child was taught how to use Cued Speech_x000D_ 12. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_ 13. Tutoring/remediation from special education teacher_x000D_ 14. Training, counseling, and other supports/services provided to child's family_x000D_ 15. None of the above_x000D_ |
Type and amount of special education services | SE-RQ2 |
| SPB | 16 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class placement | SE-RQ5 |
| SPB | 17 | Question “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 {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | SE-RQ2 |
| SPB | 18 | Question “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?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Placement | SE-RQ5 |
| SPB | 19 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Oneonone instruction_x000D_ 2. Smallgroup instruction_x000D_ 3. Largegroup instruction_x000D_ 4. Co-teaching_x000D_ 5. Cooperative learning_x000D_ 6. Peer tutoring_x000D_ 7. Computerbased instruction_x000D_ 8. Direct instruction_x000D_ 9. Cognitive strategies_x000D_ 10. Selfmanagement_x000D_ 11. Behavior management_x000D_ 12. Instruction received through a sign interpreter_x000D_ 13. None of the above_x000D_ |
Teaching methods/materials | SE-RQ2 |
| SPB | 20a | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials | SE-RQ2 and SE-RQ5 |
| SPB | 20b | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials and inclusion | SE-RQ2 and SE-RQ5 |
| SPB | 21a | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 |
| SPB | 21b | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Vans, vehicles_x000D_ 2. Wheelchair_x000D_ 3. Walker_x000D_ 4. White cane_x000D_ 5. Electronic with voice output (for example, Touch Talker)_x000D_ 6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_ 7. Non-electronic (for example, manual printing board)_x000D_ 8. Hearing aids_x000D_ 9. FM loops_x000D_ 10. TTYs/TDDs_x000D_ 11. Cochlear implants_x000D_ 12. Realtime captioning_x000D_ 13. Braille texts_x000D_ 14. Electronic Braille devices_x000D_ 15. Digital texts_x000D_ 16. Magnifying devices_x000D_ 17. Closecaptioned television (CCTV)_x000D_ 18. Tape recorder_x000D_ 19. Calculator_x000D_ 20. Electronic spelling devices_x000D_ 21. Used solely by individual child_x000D_ 22. Shared with other children_x000D_ 23. Reading_x000D_ 24. Writing_x000D_ 25. Mathematics_x000D_ 26. No assistive technologies or devices were used_x000D_ 91. Other assistive technologies or devices (Please specify):_x000D_ |
Teaching methods/materials | SE-RQ2 |
| SPB | 21bos | Other specify text for teaching methods and materials | SE-RQ2 | |
| SPB | 22 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her} for use full time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 |
| SPB | 23 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her} program or progress?”_x000D_ ----_x000D_ 1. Not applicable because I am {CHILD}’s general education teacher_x000D_ 2. Not applicable to my work with {CHILD}_x000D_ 3. Every day or several times a week_x000D_ 4. Once a week or several times a month_x000D_ 5. Once a month_x000D_ 6. A few times over the school year_x000D_ 7. Once during this school year_x000D_ 8. Never during this school year_x000D_ |
Teacher communication | SE-RQ2 |
| SPB | 24 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 15 minutes_x000D_ 2. 16 to 30 minutes_x000D_ 3. 31 to 45 minutes_x000D_ 4. 46 to 60 minutes_x000D_ 5. More than 60 minutes_x000D_ |
Teacher communication | SE-RQ2 |
| SPB | 25 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | SE-RQ8 |
| SPB | 26a | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26b | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26c | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26d | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26e | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26f | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26g | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26h | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26i | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26j | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26k | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26l | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26m | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26n | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 26o | Item wording is redacted due to copyright | Teacher-student closeness/conflict | SE-RQ9 |
| SPB | 27 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Psychological_x000D_ 2. Speech/language_x000D_ 3. Vision_x000D_ 4. Hearing_x000D_ 5. Learning style_x000D_ 6. Motor skills_x000D_ 7. Academics_x000D_ 8. No evaluations for developing IEP goals were conducted this year_x000D_ 91. Other (Please specify):_x000D_ |
Evaluation for setting goals | SE-RQ1 |
| SPB | 27os | Other specify text for evaluation for setting goals | SE-RQ1 | |
| SPB | 28 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her} grade level this school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_ 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_ 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_ 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_ 5. There are no academic content standards at this grade level._x000D_ |
Expectation for meeting goals | SE-RQ7 |
| SPB | 29 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | SE-RQ1 |
| SPB | 30 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | SE-RQ1 |
| SPB | 31 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Child did not participate in the school's testing or assessment program._x000D_ 2. Child participated in alternate assessments and no regular assessments._x000D_ 3. Child participated in some alternate assessments and some regular assessments._x000D_ 4. Child participated fully in the school's regular testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ |
Expectation for meeting goals and inclusion | SE-RQ1 and SE-RQ5 |
| SPB | 32 | Question “How far in school do you expect {CHILD} to go?”_x000D_ ----_x000D_ 1. Receive less than a high school diploma_x000D_ 2. Graduate from high school_x000D_ 3. Attend a vocational or technical school after high school_x000D_ 4. Attend two or more years of college_x000D_ 5. Finish a four- or five-year college degree_x000D_ 6. Earn a master's degree or equivalent_x000D_ 7. Finish a Ph.D., MD, or other advanced degree_x000D_ |
Expected attainment | SE-RQ1 |
| SPB | 33 | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed._x000D_ _x000D_ Please click “Finish” to complete your survey for {CHILD} and then check to see if there are any more children assigned to you.” |
Thank you to respondent | NA |
| SPB | 51 | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed.” | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| SAQ | A0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | A1b | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_ _x000D_ InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_ _x000D_ Pre-unit: “Number of Instructional Days”_x000D_ _x000D_ Watermark “Enter number” |
Length of school year | SA-RQ5 |
| SAQ | A2a | Question “What are the start dates for this school for the 2022-2023 school year?”_x000D_ _x000D_ Pre-unit “Month school started in 2022”_x000D_ _x000D_ Watermark “Select month”_x000D_ ----_x000D_ 1. January_x000D_ 2. February_x000D_ 3. March_x000D_ 4. April_x000D_ 5. May_x000D_ 6. June_x000D_ 7. July_x000D_ 8. August_x000D_ 9. September_x000D_ 10. October_x000D_ 11. November_x000D_ 12. December_x000D_ |
Length of school year | SA-RQ5 |
| SAQ | A2b | Pre-unit “Day school started in 2022”_x000D_ _x000D_ Watermark “Enter day” |
Length of school year | SA-RQ5 |
| SAQ | A2c | Question: What are the end dates for this school for the 2022-2023 school year?”_x000D_ _x000D_ Pre-unit “Month school ends in 2023”_x000D_ _x000D_ Watermark “Select month”_x000D_ ----_x000D_ 1. January_x000D_ 2. February_x000D_ 3. March_x000D_ 4. April_x000D_ 5. May_x000D_ 6. June_x000D_ 7. July_x000D_ 8. August_x000D_ 9. September_x000D_ 10. October_x000D_ 11. November_x000D_ 12. December_x000D_ |
Length of school year | SA-RQ5 |
| SAQ | A2d | Pre-unit “Day school ends in 2023”_x000D_ _x000D_ Watermark “Enter day” |
Length of school year | SA-RQ5 |
| SAQ | A3a | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Answer as percent average daily attendance_x000D_ 2. Answer as average number of students attending daily_x000D_ |
Enrollment and attendance | SA-RQ3 |
| SAQ | A3b | Question “Percent average daily attendance”_x000D_ _x000D_ Watermark “Enter percent” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A3c | Question “Average number of students attending daily”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A4a | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. _x000D_ _x000D_ Total enrollment in kindergarten in your school around October 1, 2022 or the date nearest to that for which data are available.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter Number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A4b | Question “Total enrollment in your school (across all grades) around October 1, 2022, or the date nearest to that for which data are available.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter Number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A4c | Question “Number of children who have enrolled in your school since October 1, 2022. If no children have enrolled in your school since October 1, 2022, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter Number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A4d | Question “Number of children who have left your school since October 1, 2022, and have not returned. If no children have left your school since October 1, 2022, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter Number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A5 | Question “Select all grade levels included in your school.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Ungraded_x000D_ 2. Prekindergarten_x000D_ 3. Transitional (or readiness) kindergarten (TK)_x000D_ 4. Kindergarten_x000D_ 5. Transitional first (or pre-first) grade_x000D_ 6. 1st_x000D_ grade 7. 2nd_x000D_ grade 8. 3rd_x000D_ grade 9. 4th_x000D_ grade 10. 5th_x000D_ grade 11. 6th_x000D_ grade 12. 7th_x000D_ grade 13. 8th_x000D_ grade 14. 9th_x000D_ grade 15. 10th_x000D_ grade 16. 11th_x000D_ grade 17. 12th_x000D_ grade |
School type | SA-RQ3 |
| SAQ | A6 | Question “Which of the following programs does your school currently offer?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Half-day onsite pre-K program_x000D_ 2. Full-day onsite pre-K program_x000D_ 3. Tuition-based full-day onsite pre-K program_x000D_ 4. Half-day kindergarten_x000D_ 5. Full-day kindergarten_x000D_ 6. Tuition-based full-day kindergarten_x000D_ 7. Half-day transitional (or readiness) kindergarten_x000D_ 8. Full-day transitional (or readiness) kindergarten_x000D_ 9. Tuition-based full-day transitional (or readiness) kindergarten_x000D_ 10. Half-day transitional first (or pre-first) grade_x000D_ 11. Full-day transitional first (or pre-first) grade_x000D_ 12. Tuition-based full-day transitional first (or pre-first) grade_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A7 | Question “How do children qualify for participation in your school’s transitional (or readiness) kindergarten program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 4 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A7os | Other specify text for school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | |
| SAQ | A8 | Question “How do children qualify for participation in your school’s transitional first (or pre-first) grade program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 5 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A8os | Other specify text for school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | |
| SAQ | A9 | Question “Which of the following characterizes your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Regular public school (not including magnet school or school of choice)_x000D_ 2. Public magnet school_x000D_ 3. Charter_x000D_ 4. Catholic_x000D_ 5. Catholic school: Diocesan_x000D_ 6. Catholic school: Parish_x000D_ 7. Catholic school: Private order_x000D_ 8. Other private school, religious affiliation_x000D_ 9. Private school affiliated by NAIS, no religious affiliation_x000D_ 10. Other private school, no religious or NAIS affiliation_x000D_ 11. Early childhood center (school/center includes preschool and/or early grades)_x000D_ 12. Special education school – primarily serves children with disabilities_x000D_ 13. Year-round school_x000D_ 14. Bureau of Indian Education (BIE) or tribal school_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A10a | Question “In what year did this school start providing instruction as a public charter school?” _x000D_ _x000D_ InstResp “Enter the year.”_x000D_ _x000D_ Watermark “Enter year” |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A10b | Question “Which of the following characterizes your public charter school?_x000D_ ----_x000D_ 1. For profit_x000D_ 2. Not for profit_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A11a1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups?_x000D_ _x000D_ Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race._x000D_ _x000D_ Hispanic or Latino/Latina of any race_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11b1 | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11d1 | Question “Black or African, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A12a | Question “During this school year, approximately what percentage of students at your school are...” _x000D_ _x000D_ Chronically absent?”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A12b | Question “Homeless?”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A12c | Question “From migrant families?”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A13a | Question “About what percentage of the children enrolled in this school are…_x000D_ _x000D_ From the surrounding neighborhood.”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A13b | Question “Bused to achieve equitable access to resources.”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A13c | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A13d | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF).”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A13e | Question “Attend the school under public school choice.”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A14 | Question “How many children are currently enrolled in kindergarten classes?”_x000D_ _x000D_ InstResp “Enter number. Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 |
| SAQ | A15a | Question “How many of each of the following types of classes do you have in your school?_x000D_ _x000D_ Half-day kindergarten”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ InstResp “Enter number. If none, please enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A15b | Question “Full-day kindergarten”_x000D_ _x000D_ InstResp “Enter number. If none, please enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A16a | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2022-23?”_x000D_ _x000D_ InstResp “Enter month, day, and year. If there is no cutoff date, please select that below.”_x000D_ _x000D_ Pre-unit “Month”_x000D_ _x000D_ Watermark “Enter month”_x000D_ |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A16b | Pre-unit “Day”_x000D_ _x000D_ Watermark “Enter day” |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A16c | Pre-unit “Year”_x000D_ _x000D_ Watermark “Enter year” “No cutoff date to enter kindergarten” |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A17 | Question “What days of the week is your school in session?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Monday_x000D_ 2. Tuesday_x000D_ 3. Wednesday_x000D_ 4. Thursday_x000D_ 5. Friday_x000D_ 6. Saturday_x000D_ 7. Sunday_x000D_ |
Information on school week (days and length of each day) | SA-RQ3 |
| SAQ | A18 | Question “The next set of questions is about school-level breakfast and lunch eligibility and participation. Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A19a | Question “What time is breakfast served at the school?_x000D_ _x000D_ Time breakfast starts:”_x000D_ _x000D_ Pre-unit “Hour and minutes”_x000D_ _x000D_ Watermark “Enter hour and minutes” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A19b | Question “Time breakfast ends:”_x000D_ _x000D_ Pre-unit “Hour and minutes”_x000D_ _x000D_ Watermark “Enter hour and minutes” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A20a | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_ _x000D_ Paid school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A20b | Question “Free school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A20c | Question “Reduced-price school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A21 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A22 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A22b | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve breakfast_x000D_ 4. School lacks facilities to serve breakfast_x000D_ 5. School lacks staff to serve breakfast_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A23 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A24a | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month?_x000D_ _x000D_ Paid school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ InstResp “Please enter the numbers. If none, enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A24b | Question “Free school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A24c | Question “Reduced-price school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A25 | Question “What is the price of a USDA-reimbursable lunch for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A26 | Question “What is the price of a USDA-reimbursable lunch for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A27a | Question “How many children in your school were approved for free or reduced-price meals as of October 1, 2022 or the date nearest to that for which data are available?_x000D_ _x000D_ Free school meals”_x000D_ _x000D_ Pre-unit “Number approved” _x000D_ _x000D_ InstResp “Please enter the numbers. If none, enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A27b | Question “Reduced-price meals”_x000D_ _x000D_ Pre-unit “Number approved” _x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A27c | Question “What are the reasons why your school does not participate in USDA’s school lunch program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve breakfast_x000D_ 4. School lacks facilities to serve breakfast_x000D_ 5. School lacks staff to serve breakfast_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A28 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Characteristics section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | A28os | Other specify for principal's years in the role of principal | SA-RQ13 | |
| SAQ | ASTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | A29 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | B0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | B1a | Question “This section of the survey asks questions about your school’s facilities and resources._x000D_ _x000D_ In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Cafeteria”_x000D_ _x000D_ InstResp: “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1b | Question “Computer lab”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1c | Question “Library/media center”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1d | Question “Art room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1e | Question “Gymnasium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1f | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Music room”_x000D_ _x000D_ InstResp: “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1g | Question “Playground”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1h | Question “Classrooms”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1i | Question “Auditorium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B1j | Question “Multi-purpose room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources | SA-RQ3 |
| SAQ | B2 | Question “How many children is this school designed to accommodate?”_x000D_ _x000D_ InstResp “Enter number. If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number of children”_x000D_ _x000D_ Watermark “Enter number” |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B3a | Question “How many computers in this school are used for..._x000D_ _x000D_ Instructional purposes only?”_x000D_ _x000D_ InstResp “If none, enter “0."”_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B3b | Question “Both instructional and administrative purposes?”_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B4a | Question “Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices with access to local area network (LAN) only…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Available at your school_x000D_ 2. Available for use by kindergartners in your school_x000D_ 3. Used for assessments taken by students_x000D_ 4. None of the above_x000D_ |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B4b | Question “Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices , with access to the internet…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Available at your school_x000D_ 2. Available for use by kindergartners in your school_x000D_ 3. Used for assessments taken by students_x000D_ 4. None of the above_x000D_ |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B5 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Facilities and Resources section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | B5os | Other specify for principal's years in the role of principal | SA-RQ13 | |
| SAQ | BSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | B6 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | C0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | C1 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to kindergarten children and their families at your school site?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Before-school child care_x000D_ 2. Half-day care for children in half-day kindergarten_x000D_ 3. After-school child care_x000D_ 4. None of the above_x000D_ |
Programs or services for children on the school site | SA-RQ7 |
| SAQ | C2 | Question “Are any of the following programs or services for parents and families available at your school site? ”_x000D_ _x000D_ InstResp "Please include programs run by the school and those run by outside groups. Select all that apply.”_x000D_ ----_x000D_ 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs)_x000D_ 2. Adult literacy program (including Adult Basic Education)_x000D_ 3. Family literacy program_x000D_ 4. Health or social services offered collaboratively by service agencies such as hospitals_x000D_ 5. Orientation to school setting for new families_x000D_ 6. Child care so that parents can attend school parent meetings or events_x000D_ 7. Programs to learn English for parents or families whose native language is not English_x000D_ 8. None of the above_x000D_ |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 |
| SAQ | C3a | Question “Please indicate how often each of the following activities is provided by your school._x000D_ _x000D_ PTA, PTO, or Parent-Teacher-Student organization meetings”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3b | Question “Reports of child’s performance provided to parents (for example, report cards)"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | SA-RQ6 |
| SAQ | C3c | Question “Information on the child’s standardized assessment scores provided to parents”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | SA-RQ6 |
| SAQ | C3d | Question “Teacher-parent conferences”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | SA-RQ6 |
| SAQ | C3e | Question “School performances to which parents are invited”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3f | Question “Classroom programs like class plays, book nights, or family math nights”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C4 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?”._x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Out of school time programming_x000D_ 2. Student tutoring_x000D_ 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)_x000D_ 4. Arts instruction (musical, visual, dance, dramatic arts)_x000D_ 5. Field trips_x000D_ 6. Workshops and other services for parents and caregivers_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C4OS | Other specify for parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | |
| SAQ | C5 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Limits on contributions of school parent teacher organizations |
SA-RQ6 |
| SAQ | C6a | Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_ _x000D_ Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C6b | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C7 | Question “During this school year, has your school used an online tool or website that is available to the general public and that parents can access without a login or password?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C7b | Question “During this school year, has your school (or any teacher) used an online tool or website that parents can only access with a login and password to get information about their child, the child’s class, or the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C8 | Question “Which of the following types of information are provided in the online tool or website that parents can only access with a login and password?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Classroom-specific assignments, including homework_x000D_ 2. Child- or parent-specific information, such as progress reports between grading periods_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C8os | Other specify for communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | |
| SAQ | C9a | Question “Indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_ _x000D_ Parents are actively involved in this school’s programs.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
| SAQ | C9b | Question “The community served by this school is supportive of its goals and activities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
| SAQ | C9c | Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C10a | Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Tensions based on racial, ethnic, or religious differences"_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10b | Question “Tensions based on economic differences”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10c | Question “Selling or using drugs or excessive drinking in public”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10d | Question “Gangs”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10e | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Vacant houses and buildings”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10f | Question “Violence in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10g | Question “Crime in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C10h | Question “Opioid addiction”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11a | Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Children bring weapons to school.”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11b | Question “Theft”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11c | Question “Physical conflicts among students”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11d | Question “Children bringing in or using alcohol at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11e | Question “Children bringing in or using illegal drugs at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11f | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Vandalism of school property”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11g | Question “Student bullying”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11h | Question “Widespread disorder in classrooms”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C11i | Question “Class cutting”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12 | Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Require visitors to sign or check in and wear badges_x000D_ 2. Require visitors to present photo ID, which is verified, and used to generate badges_x000D_ 3. Control access to school buildings during school hours (for example, locked or monitored doors)_x000D_ 4. Require metal detector checks on students every day_x000D_ 5. Equip classrooms with locks so that doors can be locked from the inside_x000D_ 6. Close the campus for most or all students during lunch_x000D_ 7. Use one or more random dog sniffs to check for drugs_x000D_ 8. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs_x000D_ 9. Require students to wear uniforms_x000D_ 10. Enforce a strict dress code_x000D_ 11. Provide school lockers to students_x000D_ 12. Require clear book bags or ban book bags on school grounds_x000D_ 13. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident_x000D_ 14. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box)_x000D_ 15. Require students to wear badges or picture IDs_x000D_ 16. Require faculty and staff to wear badges or picture IDs_x000D_ 17. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds)_x000D_ 18. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways)_x000D_ 19. Provide telephones in most classrooms_x000D_ 20. Provide two-way radios to any staff_x000D_ 21. Security guards, unarmed_x000D_ 22. Security guards, armed_x000D_ 23. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School-safety measures and drills | SA-RQ10 |
| SAQ | C12os | Other specify for school-safety measures and drills | SA-RQ10 | |
| SAQ | C13 | Question “Which of the following emergency procedures have your students been drilled on during this school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Evacuation_x000D_ 2. Lockdown_x000D_ 3. Shelter in place_x000D_ 4. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C13OS | Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | |
| SAQ | C14a | Question “During this school year, how many days were school activities disrupted due to implementation of the following emergency procedures (not drills)? _x000D_ _x000D_ Evacuation”_x000D_ _x000D_ InstResp “Enter the number of days.”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14b | Question “Lockdown”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14c | Question “Shelter in place”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14d | Question “Other emergency procedures: {C13OS}”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C15 | Question “Does your school implement any of the following policies and practices related to technology use?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Policy prohibiting student use of cell phones and text messaging devices during school hours_x000D_ 2. Policy limiting student access to social media (network and computers)_x000D_ 3. Practice of web-based instruction_x000D_ 4. Practice of blended learning_x000D_ 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student_x000D_ 6. Policy limiting amount of screen time students experience in classes_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School policy regarding technology use | SA-RQ3 |
| SAQ | C15os | Other specify for school policy regarding technology use | SA-RQ3 | |
| SAQ | C16a | Question “To what extent is each of the following a problem in this school? _x000D_ _x000D_ Student tardiness”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C16b | Question “Student absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C16c | Question “Student aggressive or disruptive behavior”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C16d | Question “Teacher absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C16e | Question “Teacher turnover”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C16f | Question “Overcrowding”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17a | Question “During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Funding levels decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17b | Question “Enrollment increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17c | Question “Enrollment decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17d | Question “The number of students receiving free or reduced-price lunch increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17e | Question “Student mobility increased (that is, the number of students transferring in and out of the school increased)”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17f | Question “There has been a reduction in staffing”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17g | Question “{Continued} During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Class sizes increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17h | Question “Class sizes decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17i | Question “Salaries increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17j | Question “Salaries decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C17k | Question “Number of English language learners (ELL) increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18 | Question “During the past year, were changes made to your school’s assigned attendance area?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C19 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School-Family-Community Connections section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | C19os | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | CSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | C20 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | D0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | D1 | Question “The next items ask about your school’s policies and practices in specific areas. Are any children given a readiness or placement test before or shortly after entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Kindergarten readiness/placement testing | SA-RQ4 |
| SAQ | D2 | Question “How are the results of these readiness or placement tests used at your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To determine eligibility for enrollment when a child is below the cut-off age for kindergarten_x000D_ 2. To determine children's class placements_x000D_ 3. To identify children who may need additional testing (for example, for a learning problem)_x000D_ 4. To help teachers individualize instruction_x000D_ 5. To support a recommendation that a child delay entry for an additional year_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Kindergarten readiness/placement testing | SA-RQ4 |
| SAQ | D2OS | Other specify for Kindergarten readiness/placement testing | SA-RQ4 | |
| SAQ | D3 | Question “During this school year, have any of the following programs been implemented at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Multi-Tiered System of Support (MTSS)_x000D_ 2. Social-Emotional Learning (SEL) program_x000D_ 3. Positive Behavior Interventions and Supports (PBIS)_x000D_ 4. Violence prevention program_x000D_ 5. School climate and community program_x000D_ 6. None of the above_x000D_ |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | SA-RQ7 SA-RQ12 |
| SAQ | D4 | Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Children can be retained in kindergarten._x000D_ 2. Children can be promoted in kindergarten._x000D_ 3. This school has a formal retention policy._x000D_ 4. This school has a formal promotion policy._x000D_ 5. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 SA-RQ12 |
| SAQ | D5 | Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity)._x000D_ 2. Kindergartners can be retained at the request of their parents._x000D_ 3. Kindergartners can be retained due to academic deficiencies (for example, below grade level)._x000D_ 4. Kindergartners can be retained due to failing a schoolwide standardized test._x000D_ 5. Kindergartners can be retained more than once in kindergarten._x000D_ 6. Kindergartners can be retained without parents’ permission._x000D_ 7. Kindergartners with disabilities can be retained._x000D_ 8. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 SA-RQ12 |
| SAQ | D6 | Question “How many kindergarten children were retained last school year?”_x000D_ _x000D_ Watermark “Enter number” |
Retention policies and practices | SA-RQ3 SA-RQ12 |
| SAQ | D7 | Question “During this school year, were any children in your school assigned in-school or out of school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Retention policies and practices | SA-RQ3 SA-RQ12 |
| SAQ | D8a | Question “During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Male”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8b | Question “Female”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8c | Question “English language learners (ELL)”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8d | Question “Students with disabilities”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
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| SAQ | D8e | Question “{Continued} During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8f | Question “American Indian or Alaska Native, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8g | Question “Asian, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8h | Question “Black or African American, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8i | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8j | Question “White, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8k | Question “Two or more races, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Policies and Practices section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | D9os | Other specify Principal's years in the role of principal | SA-RQ13 | |
| SAQ | DSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | D10 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | E0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | E1 | Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Referrals to shelter or safe housing_x000D_ 2. Crisis intervention services_x000D_ 3. Access to showers, toiletries, and hygiene supplies_x000D_ 4. Access to laundry_x000D_ 5. Foor for students outside of school day_x000D_ 6. Not applicable – This school did not provide any of the services listed above._x000D_ 91. Other (Please specify):_x000D_ |
Services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
| SAQ | E1OS | Other specify for services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
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| SAQ | E2 | Question “Do any of the children in this school come from a home where a language other than English is spoken?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E3a | Question “What percentage of children in this school and in kindergarten are English language learners (ELL)?_x000D_ _x000D_ ELL among all students in school_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E3b | Question “ELL among all students in kindergarten, including transitional kindergarten and transitional first grade”_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E4a | Question “What percentage of kindergarten children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_ _x000D_ Percent receiving ESL instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ InstResp: Enter "0" if instruction is not provided or if instruction is provided but no kindergartners receive the instruction._x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4b | Question “In pull-out setting”_x000D_ _x000D_ 'Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4c | Question “Percent receiving bilingual instruction _x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4d | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4e | Question “Percent receiving dual-language instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4f | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E5 | Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language_x000D_ 2. Translation of written communications are provided to these families_x000D_ 3. Home visits are made to families of these children_x000D_ 4. An outreach worker assists in enrolling these children when first entering school_x000D_ 5. The school conducts special parent meetings for families from a non-English background_x000D_ 6. None of the above_x000D_ |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ8 |
| SAQ | E6 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individualized Education Program (IEP)_x000D_ 2. 504 plans based on section 504 of the Rehabilitation Act_x000D_ 3. Neither of these_x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E7a | Question “Approximately what percentage of your kindergartners is in each of the following instructional programs?”_x000D_ _x000D_ Special education (with Individualized Education Program (IEP))”_x000D_ _x000D_ InstResp “Enter percent.”_x000D_ _x000D_ “Not offered in kindergarten”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E7b | Question “{Approximately what percentage of your kindergartners is in each of the following instructional programs?”}_x000D_ _x000D_ Accommodations through a 504 plan”_x000D_ _x000D_ {InstResp “Enter percent.”}_x000D_ _x000D_ “Not offered in kindergarten”_x000D_ _x000D_ “Not offered in any grade” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E7c | Question “Reading instruction for students performing below grade level in reading”_x000D_ _x000D_ “Not offered in kindergarten”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E7d | Question “Math instruction for students performing below grade level in math”_x000D_ _x000D_ “Not offered in kindergarten”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E7e | Question “A gifted and talented program”_x000D_ _x000D_ “Not offered in kindergarten”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Programs for gifted and talented children | SA-RQ3 SA-RQ12 |
| SAQ | E8 | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?”_x000D_ _x000D_ Pre-unit “Number of students”_x000D_ _x000D_ Watermark “Enter number” |
Idetnfication of students for special eduction | SA-RQ3 SA-RQ4 |
| SAQ | E9 | Question “How are students identified for gifted and talented programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for gifted and talented program | SA-RQ3 SA-RQ4 |
| SAQ | E9OS | Other specify for identification of students for gifted and talented program | SA-RQ3 SA-RQ4 |
|
| SAQ | E10 | Question “How are students identified for special education programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for special education | SA-RQ3 SA-RQ4 SA-RQ12 |
| SAQ | E10os | Other specify for identification of students for special education | SA-RQ3 SA-RQ4 SA-RQ12 |
|
| SAQ | E11 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_ ----_x000D_ 1. Children with IEPs are not served in this school_x000D_ 2. Children with IEPs typically spend most of their day in separate classes_x000D_ 3. Children with IEPs typically spend most of their day in the regular classroom_x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ1 SA-RQ3 SA-RQ12 |
| SAQ | E12 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Programs for Particular Populations section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | E12os | Other specify for principal's years in the role of principal | SA-RQ13 | |
| SAQ | ESTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | E13 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | F0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | F1a | Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | F1b | Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_ _x000D_ Did your school receive Federal Title I funds for this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 |
| SAQ | F2 | Question “Is your school operating a Title I targeted assistance or schoolwide program?”_x000D_ ----_x000D_ 1. Targeted assistance program_x000D_ 2. Schoolwide program_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F3a | Question “Does your school’s Title I program serve children in the following grades?_x000D_ _x000D_ Prekindergarten and/or transitional (readiness) kindergarten”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F3b | Question “Kindergarten”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F3c | Question “Transitional first (or pre-first) grade”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F4 | Question “Does your school use Title I funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting_x000D_ 2. To serve children in an in-class setting_x000D_ 3. To reduce class size_x000D_ 4. To provide extended time learning opportunities before and/or after school for children_x000D_ 5. To provide professional development activities_x000D_ 6. To provide family literacy services_x000D_ 7. To provide summer learning opportunities_x000D_ 8. None of the above_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F5 | Question “Did your school receive Federal Title III funds for this school year?”_x000D_ _x000D_ InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 SA-RQ2 |
| SAQ | F6 | Question “Does your school use Title III funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting for second language instruction_x000D_ 2. To serve children in an in-class setting for second language instruction_x000D_ 3. To provide extended time learning opportunities before and/or after school for children_x000D_ 4. To improve the entire educational program through a schoolwide program_x000D_ 5. To provide professional development activities for teachers who serve English language learners_x000D_ 6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_ 7. To provide summer learning opportunities_x000D_ 8. To provide student support in the student's home language for second language instruction_x000D_ 9. None of the above_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F7a | Question “Does your school’s Title III program serve children in the following grades?_x000D_ _x000D_ Prekindergarten and/or transitional (readiness) kindergarten”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F7b | Question “Kindergarten”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F7c | Question “Transitional first (or pre-first) grade”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F8 | Question “The next items address federal requirements. At the end of the LAST school year (2021-22), what was this school’s status?”_x000D_ ----_x000D_ 1. Unclassified_x000D_ 2. Comprehensive improvement_x000D_ 3. Targeted support_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 |
| SAQ | F9a | Question “Which of the following actions has this school taken, in response to the need for improvement?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Developed or revised a two-year school improvement plan_x000D_ 2. Offered students the choice to transfer to another public school_x000D_ 3. Offered supplemental educational services to students from low-income families_x000D_ 4. Replaced school staff_x000D_ 5. Implemented a new curriculum based on scientifically based research_x000D_ 6. Extended the school day or school year_x000D_ 7. Appointed an outside expert to advise the school on its progress_x000D_ 8. Reorganized the school internally_x000D_ 9. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 |
| SAQ | F9aOS | Other specify for school status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | |
| SAQ | F9b | Question “This set of questions is about grade 3 students. Does this school have grade 3 students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Enrollment and attendance | SA-RQ3 |
| SAQ | F10a | Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2021-22) scored “proficient” or above in the following subjects?_x000D_ _x000D_ Reading or verbal skills”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F10b | Question “Mathematics or quantitative skills”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F10c | Question “Science”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F10d | Question “English language proficiency for English language learners (ELL)”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F11 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Federal Programs section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | F11os | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | FSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | F12 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | G0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | G1a1 | Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Regular classroom teachers”_x000D_ _x000D_ InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.””_x000D_ _x000D_ Pre-unit: “Full-time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1a2 | Pre-unit: “Part-time:"_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1b1 | Question “ESL/Bilingual education/dual-language immersion/ELL instruction teachers”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1b2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1c1 | Question “Drama, music, or art teachers”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1c2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1d1 | Question “Gym/PE or health teachers”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1d2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1e1 | Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)”_x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1e2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1f1 | Question “Paraprofessionals (for example, classroom aides)”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1f2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1g1 | Question “Teachers of gifted/talented students”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1g2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1h1 | Question “{Continued} Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Reading specialists and interventionists”_x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1h2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1i1 | Question “Math specialists and interventionists”_x000D_ _x000D_ Pre-unit: “Full-time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1i2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1j1 | Question “School nurses or health professionals”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1j2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1k1 | Question “School psychologists and social workers”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1k2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1l1 | Question “Counselors (for example, guidance or academic counselors)”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1l2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1m1 | Question “Library media specialists/librarians”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1m2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1n1 | Question “Computer/technology teachers or support staff ”_x000D_ _x000D_ Pre-unit: “Full-time:” _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1n2 | Pre-unit: “Part-time:" _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G2 | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_ 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_ 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_ 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_ 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_ 6. None of the above_x000D_ |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G3a1 | Question “What percentage of your part-time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3b1 | Question “American Indian or Alaska Native, non-Hispanic"_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3d1 | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G4 | Question “What is the average starting salary for full-time first year teachers in your school?”_x000D_ _x000D_ InstResp “Please round to the nearest dollar.”_x000D_ _x000D_ Watermark “Enter number” |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
| SAQ | G5 | Question “What is the lowest annual base salary currently paid to full-time teachers in your school?”_x000D_ ----_x000D_ 1. Less than $25,000_x000D_ 2. $25,000 to $35,000_x000D_ 3. $35,001 to $45,000_x000D_ 4. $45,001 to $55,000_x000D_ 5. $55,001 to $65,000_x000D_ 6. $65,001 to $75,000_x000D_ 7. $75,001 to $85,000_x000D_ 8. $85,001 to $95,000_x000D_ 9. $95,001 to $105,000_x000D_ 10. $105,001 to $115,000_x000D_ 11. $115,001 to $125,000_x000D_ 91. More than $125,000 (Please specify):_x000D_ |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
| SAQ | G5OS | Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
|
| SAQ | G6 | Question “What is the highest annual base salary currently paid to full-time teachers in your school?”_x000D_ ----_x000D_ 1. Less than $25,000_x000D_ 2. $25,000 to $35,000_x000D_ 3. $35,001 to $45,000_x000D_ 4. $45,001 to $55,000_x000D_ 5. $55,001 to $65,000_x000D_ 6. $65,001 to $75,000_x000D_ 7. $75,001 to $85,000_x000D_ 8. $85,001 to $95,000_x000D_ 9. $95,001 to $105,000_x000D_ 10. $105,001 to $115,000_x000D_ 11. $115,001 to $125,000_x000D_ 91. More than $125,000 (Please specify):_x000D_ |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
| SAQ | G6OS | Other specify for teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
|
| SAQ | G7 | Question “Are monetary incentives such as cash bonuses, salary increases, or different steps on the salary schedule used in your school to reward teachers for…_x000D_” InstResp "Select all that apply"_x000D_ ----_x000D_ 1. Improved student performance on state tests? 2. Reaching target goals on state tests? |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
| SAQ | G8a | Question “Please indicate the number of regular classroom teachers who have joined or left your school since the start of the school year._x000D_ _x000D_ Number of regular classroom teachers who have started teaching in your school since the start of the school year._x000D_ _x000D_ InstResp “Enter in the approximate numbers. If no teachers have left or started your school during the school year, enter “0."”_x000D_ _x000D_ Pre-unit “Number of Teachers”_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 |
| SAQ | G8b | Question “Number of regular classroom teachers who have left your school since the start of the school year, and have not returned.”_x000D_ _x000D_ Pre-unit “Number of Teachers”_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 |
| SAQ | G9a | Question “Indicate how much you agree or disagree with the following statements about your school and staff."_x000D_ _x000D_ InstResp “Mark one response on each row.”_x000D_ _x000D_ “There is consensus among administrators and teachers on goals and expectations.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RA3 SA-RQ10 |
| SAQ | G9b | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RA3 SA-RQ10 |
| SAQ | G9c | Question “Teachers are very active in planning staff development activities in this school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RA3 SA-RQ10 |
| SAQ | G9d | Question “There is adequate time for teacher professional development.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RA3 SA-RQ10 |
| SAQ | G9e | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Staffing and Teacher Characteristics section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | G9eos | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | GSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | G10 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| SAQ | H0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | H1 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf, do not have access to this section. This is to ensure that your responses in this section are private. What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H3 | Question “Are you Hispanic or Latino/Latina?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H5a | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_ _x000D_ Years as a teacher before becoming a school administrator or principal”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 |
| SAQ | H5b | Question “Total number of years as a school administrator or principal at any school”_x000D_ _x000D_ InstResp: “Enter number of years.”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of principal | SA-RQ13 |
| SAQ | H5c | Question “Number of years as a school administrator or principal at this school”_x000D_ _x000D_ InstResp: “Enter number of years.”_x000D_ _x000D_ Watermark: “Enter years” |
Principals' years at the study school | SA-RQ13 |
| SAQ | H6 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Traditional university-based training certification program_x000D_ 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_ 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_ 4. State-based training program (for example, New Jersey EXCEL)_x000D_ 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_ 6. Another school administration preparation program_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H7 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. High school diploma or equivalent/GED_x000D_ 2. Associate’s degree_x000D_ 3. Bachelor’s degree_x000D_ 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_ 5. Master’s degree_x000D_ 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_ 7. Doctorate or an advanced professional degree beyond a Master’s degree (for example, EdD, PhD, JD, or MD)_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H8 | Question “What was your major field(s) of study in the highest degree you completed?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Education administration/management_x000D_ 4. Special education_x000D_ 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.)_x000D_ 6. Non-education major (such as history, English, etc.)_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H9a | Question “Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Working with teachers on instructional issues”_x000D_ _x000D_ InstResp “Enter number of hours.”_x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9b | Question “Internal school management (weekly calendars, vendors, office, memos, etc., including work with administrative and support staff)” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9c | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9d | Question “Student attendance” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9e | Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9f | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Teaching” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ InstResp “Enter number of hours.” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9g | Question “Talking and meeting with parents” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9h | Question “Meeting with students” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9i | Question “Paperwork required by local, state, or federal authorities”_x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H10 | Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_ ----_x000D_ 1. Nearly every child_x000D_ 2. 76% or more_x000D_ 3. 51% to 75%_x000D_ 4. 26% to 50%_x000D_ 5. 25% or less_x000D_ |
Principal’s familiarity with students | SA-RQ13 |
| SAQ | H11 | Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Principal’s familiarity with students | SA-RQ13 |
| SAQ | H12 | Question "Do you speak a language other than English with students’ families whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Principal’s familiarity with students | SA-RQ13 |
| SAQ | H13 | Question "What language(s) other than English do you speak with students at your school or with their families?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 10. None of the above_x000D_ 91. Other language (Please specify):_x000D_ |
Use of language other than English with students and families | SA-RQ13 SA-RQ8 |
| SAQ | H13OS | Other specify for use of language other than English with students and families | SA-RQ13 SA-RQ8 |
|
| SAQ | HSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | H14 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| Section | Item # | Item Wording | Construct | Research Question |
| SAQ | A0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | A1b | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_ _x000D_ InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_ _x000D_ Pre-unit “Number of Instructional Days” Watermark "Enter number" |
Length of school year | SA-RQ5 |
| SAQ | A2a | Question “What are the start dates for this school for the 2022-23 school year?”_x000D_ _x000D_ Pre-unit “Month school started in 2022”_x000D_ _x000D_ Watermark “Select month”_x000D_ ----_x000D_ 1. January_x000D_ 2. February_x000D_ 3. March_x000D_ 4. April_x000D_ 5. May_x000D_ 6. June_x000D_ 7. July_x000D_ 8. August_x000D_ 9. September_x000D_ 10. October_x000D_ 11. November_x000D_ 12. December_x000D_ |
Length of school year | SA-RQ5 |
| SAQ | A2b | Pre-unit “Day school started in 2022”_x000D_ _x000D_ Watermark “Enter day” |
Length of school year | SA-RQ5 |
| SAQ | A2c | Question: What are the end dates for this school for the 2022-23 school year?”_x000D_ _x000D_ Pre-unit “Month school ends in 2023”_x000D_ _x000D_ Watermark “Select month”_x000D_ ----_x000D_ 1. January_x000D_ 2. February_x000D_ 3. March_x000D_ 4. April_x000D_ 5. May_x000D_ 6. June_x000D_ 7. July_x000D_ 8. August_x000D_ 9. September_x000D_ 10. October_x000D_ 11. November_x000D_ 12. December_x000D_ |
Length of school year | SA-RQ5 |
| SAQ | A2d | Pre-unit “Day school ends in 2023”_x000D_ _x000D_ Watermark “Enter day” |
Length of school year | SA-RQ5 |
| SAQ | A3a | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Answer as percent average daily attendance_x000D_ 2. Answer as average number of students attending daily_x000D_ |
Enrollment and attendance | SA-RQ3 |
| SAQ | A3b | Question “Percent average daily attendance” Watermark "Enter percent" |
Enrollment and attendance | SA-RQ3 |
| SAQ | A3c | Question “Average number of students attending daily” Watermark "Enter number" |
Enrollment and attendance | SA-RQ3 |
| SAQ | A5a | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. _x000D_ _x000D_ Total enrollment in your school (across all grades) around October 1, 2022 or the date nearest to that for which data are available.” Pre-unit "Number:" Watermark "Enter number" |
Enrollment and attendance | SA-RQ3 |
| SAQ | A5b | Question “Number of children who have enrolled in your school since October 1, 2022. If no children have enrolled in your school since October 1, 2022, enter “0.”” Pre-unit "Number:" Watermark "Enter number" |
Enrollment and attendance | SA-RQ3 |
| SAQ | A5c | Question “Number of children who left your school since October 1, 2022 and have not returned. If no children have left your school since October 1, 2022, enter “0.”” Pre-unit "Number:" Watermark "Enter number" |
Enrollment and attendance | SA-RQ3 |
| SAQ | A6 | Question “Select all grade levels included in your school.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Ungraded_x000D_ 2. Prekindergarten_x000D_ 3. Transitional (or readiness) kindergarten (TK)_x000D_ 4. Kindergarten_x000D_ 5. Transitional first (or pre-first) grade_x000D_ 6. 1st_x000D_ grade 7. 2nd grade_x000D_ 8. 3rd_x000D_ grade 9. 4th_x000D_ grade 10. 5th_x000D_ grade 11. 6th_x000D_ grade 12. 7th_x000D_ grade 13. 8th_x000D_ grade 14. 9th_x000D_ grade 15. 10th_x000D_ grade 16. 11th_x000D_ grade 17. 12th_x000D_ grade |
School type | SA-RQ3 |
| SAQ | A7 | Question “Which of the following programs does your school currently offer?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Half-day onsite pre-K program_x000D_ 2. Full-day onsite pre-K program_x000D_ 3. Tuition-based full-day onsite pre-K program_x000D_ 4. Half-day kindergarten_x000D_ 5. Full-day kindergarten_x000D_ 6. Tuition-based full-day kindergarten_x000D_ 7. Half-day transitional (or readiness) kindergarten_x000D_ 8. Full-day transitional (or readiness) kindergarten_x000D_ 9. Tuition-based full-day transitional (or readiness) kindergarten_x000D_ 10. Half-day transitional first (or pre-first) grade_x000D_ 11. Full-day transitional first (or pre-first) grade_x000D_ 12. Tuition-based full-day transitional first (or pre-first) grade_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A8 | Question “How do children qualify for participation in your school’s transitional (or readiness) kindergarten program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 4 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A8OS | Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | |
| SAQ | A9 | Question “How do children qualify for participation in your school’s transitional first (or prefirst) grade program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 5 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 |
| SAQ | A9OS | Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | |
| SAQ | A10 | Question “Which of the following characterizes your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Regular public school (not including magnet school or school of choice)_x000D_ 2. Public magnet school_x000D_ 3. Charter_x000D_ 4. Catholic_x000D_ 5. Catholic school: Diocesan_x000D_ 6. Catholic school: Parish_x000D_ 7. Catholic school: Private order_x000D_ 8. Other private school, religious affiliation_x000D_ 9. Private school affiliated by NAIS, no religious affiliation_x000D_ 10. Other private school, no religious or NAIS affiliation_x000D_ 11. Early childhood center (school/center includes preschool and/or early grades)_x000D_ 12. Special education school – primarily serves children with disabilities_x000D_ 13. Year-round school_x000D_ 14. Bureau of Indian Education (BIE) or tribal school_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A10a | Question “In what year did this school start providing instruction as a public charter school?” _x000D_ _x000D_ InstResp “Enter the year.”_x000D_ _x000D_ Watermark “Enter year” |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A10b | Question “Which of the following characterizes your public charter school? "_x000D_ ----_x000D_ 1. For profit_x000D_ 2. Not for profit_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | A11a1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? _x000D_ _x000D_ Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race._x000D_ Hispanic or Latino/Latina of any race_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11b1 | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11d1 | Question “Black or African, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11i1 | Question “During this school year, approximately what percentage of students at your school are...”_x000D_ _x000D_ Chronically absent?”_x000D_ Pre-unit "Percent:" _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11i2 | Question “Homeless?”_x000D_ Pre-unit "Percent:" Watermark "Enter percentage" _x000D_ “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A11i3 | Question “From migrant families?”_x000D_ Pre-unit "Percent:" Watermark "Enter percentage" _x000D_ "Don’t know" |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 |
| SAQ | A12a | Question "About what percentage of the children enrolled in this school are… From the surrounding neighborhood?" Pre-unit "Percent:" Watermark "Enter percentage" InstResp: "If none, write "0."" |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A12b | Question “Bused to achieve equitable access to resources?” Pre-unit "Percent:" Watermark "Enter percentage" |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A12c | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?” Pre-unit "Percent:" Watermark "Enter percentage" |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A12d | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?” Pre-unit "Percent:" Watermark "Enter percentage" |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A12e | Question “Attend the school under public school choice?” Pre-unit "Percent:" Watermark "Enter percentage" |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
| SAQ | A13 | Question “How many children are currently enrolled in kindergarten classes?”_x000D_ _x000D_ InstResp “Enter number. Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance |
SA-RQ3 |
| SAQ | A15a | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2022-2023" _x000D_ InstResp “Enter month, day and year. If there is no cutoff date, please select that below.”_x000D_ _x000D_ Pre-unit “Month”_x000D_ _x000D_ Watermark “Enter month”_x000D_ _x000D_ “No cutoff date to enter kindergarten” |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A15b | Pre-unit “Day”_x000D_ _x000D_ Watermark “Enter day” |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A15c | Pre-unit “Year”_x000D_ _x000D_ Watermark “Enter year” |
Entry age for kindergarten | SA-RQ3 |
| SAQ | A16 | Question “What days of the week is your school in session?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Monday_x000D_ 2. Tuesday_x000D_ 3. Wednesday_x000D_ 4. Thursday_x000D_ 5. Friday_x000D_ 6. Saturday_x000D_ 7. Sunday_x000D_ |
Information on school week (days and length of each day) | SA-RQ3 |
| SAQ | A17 | Question “This next section of questions is about school-level breakfast and lunch eligibility and participation Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A18a | Question “What time is breakfast served at the school?_x000D_ _x000D_ Time breakfast starts:”_x000D_ _x000D_ Pre-unit “Hour and minutes”_x000D_ _x000D_ Watermark “Enter hour and minutes” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A18b | Question “What time is breakfast served at the school?_x000D_ _x000D_ Time breakfast ends:”_x000D_ _x000D_ Pre-unit “Hour and minutes”_x000D_ _x000D_ Watermark “Enter hour and minutes” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A19a | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_ _x000D_ Paid school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter "0.”" |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A19b | Question “Free school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A19c | Question “Reduced-price school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A20 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A21 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A21c | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve breakfast_x000D_ 4. School lacks facilities to serve breakfast_x000D_ 5. School lacks staff to serve breakfast_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A21cOS | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
|
| SAQ | A22 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A23a | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month?_x000D_ _x000D_ Paid school lunches”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter "0.”"_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A23b | Question “Free school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A23c | Question “Reduced-price school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A24 | Question “What is the price of a USDA-reimbursable lunch for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A25 | Question “What is the price of a USDA-reimbursable lunch for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “Dollars and cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A26a | Question “How many children in your school were approved for free or reduced-price meals as of October, 1, 2023, or the date nearest to that for which data are available?_x000D_ _x000D_ Free school meals”_x000D_ _x000D_ InstResp “Please enter the numbers. If none, enter "0."”_x000D_ _x000D_ Pre-unit “Number approved”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A26b | Question “Reduced-price meals”_x000D_ _x000D_ Pre-unit “Number approved”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A27 | Question “What are the reasons why your school does not participate in USDA’s school lunch program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve lunch_x000D_ 4. School lacks facilities to serve lunch_x000D_ 5. School lacks staff to serve lunch_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
| SAQ | A28 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Characteristics section."_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | A28OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | ASTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | A29 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | B0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | B1a | Question “This section of the survey asks questions about your school’s facilities and resources._x000D_ _x000D_ In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Cafeteria”_x000D_ _x000D_ InstResp: “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1b | Question “Computer lab”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1c | Question “Library/media center”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1d | Question “Art room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1e | Question “Gymnasium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1f | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Music room”_x000D_ _x000D_ InstResp “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1g | Question “Playground”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1h | Question “Classrooms”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1i | Question “Auditorium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B1j | Question “Multi-purpose room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B2 | Question “How many children is this school designed to accommodate?”_x000D_ _x000D_ InstResp “Enter number. If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number of children”_x000D_ _x000D_ Watermark “Enter number” |
Adequacy of facilities and resources |
SA-RQ3 |
| SAQ | B3a | Question “How many computers in this school are used for…._x000D_ _x000D_ Instructional purposes only?”_x000D_ _x000D_ InstResp “If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B3b | Question “Both instructional and administrative purposes?”_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B4a | Question “Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices with access to local area network (LAN) only…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Available at your school_x000D_ 2. Available for use by kindergartners for regular classroom activities_x000D_ 3. Used for assessments taken by students_x000D_ 4. None of the above_x000D_ |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B4b | Question "Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices with access to the internet…_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Available at your school_x000D_ 2. Available for use by kindergartners for regular classroom activities_x000D_ 3. Used for assessments taken by students_x000D_ 4. None of the above_x000D_ |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 |
| SAQ | B5 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Facilities and Resources section."_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | B5OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | BSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | B6 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | C0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | C1 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to children and their families at your school site?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Before-school child care_x000D_ 2. Half-day care for children in half-day kindergarten_x000D_ 3. After-school child care_x000D_ 4. None of the above_x000D_ |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 |
| SAQ | C2 | Question “Are any of the following programs or services for parents and families available at your school site?"_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.”_x000D_ ----_x000D_ 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs)_x000D_ 2. Adult literacy program (including Adult Basic Education)_x000D_ 3. Family literacy program_x000D_ 4. Health or social services offered collaboratively by service agencies such as hospitals_x000D_ 5. Orientation to school setting for new families_x000D_ 6. Hearing screening 7. Vision screening 8. Child care so that parents can attend school parent meetings or events_x000D_ 9. Programs to learn English for parents or families whose native language is not English_x000D_ 10. None |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 |
| SAQ | C3a | Question “Please indicate how often each of the following activities is provided by your school._x000D_ _x000D_ PTA, PTO, or Parent-Teacher-Student organization meetings”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3b | Question “Reports of child’s performance provided to parents (for example, report cards)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3c | Question “Information on the child’s standardized assessment scores provided to parents”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3d | Question “Teacher-parent conferences”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3e | Question “School performances to which parents are invited”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C3f | Question “Classroom programs like class plays, book nights, or family math nights”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C4 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?” _x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Out of school time programming_x000D_ 2. Student tutoring_x000D_ 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)_x000D_ 4. Arts instruction (musical, visual, dance, dramatic arts)_x000D_ 5. Field trips_x000D_ 6. Workshops and other services for parents and caregivers_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 |
| SAQ | C4os | Other specify for parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | |
| SAQ | C5 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Limits on contributions of school parent teacher organizations |
SA-RQ6 |
| SAQ | C6a | Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_ _x000D_ Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C6b | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C7 | Question “During this school year, has your school used an online tool or website that is available to the general public and that parents can access without a login or password?"_x000D_ ----_x000D_ 1. Yes 2. No |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C8 | Question “During this school year, has your school (or any teacher) used an online tool or website that parents can only access with a login and password to get information about their child, the child’s class, or the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C9 | Question “Which of the following types of information are provided in the online tool or website that parents can only access with a login and password?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Classroom-specific assignments, including homework_x000D_ 2. Child- or parent-specific information, such as progress reports between grading periods_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 |
| SAQ | C9os | Other specify for communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | |
| SAQ | C10a | Question “Indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_ _x000D_ Parents are actively involved in this school’s programs.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
| SAQ | C10b | Question “The community served by this school is supportive of its goals and activities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
| SAQ | C10c | Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
| SAQ | C11a | Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Tensions based on racial, ethnic, or religious differences"" _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11b | Question “Tensions based on economic differences”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11c | Question “Selling or using drugs or excessive drinking in public”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11d | Question “Gangs”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11e | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Vacant houses and buildings”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11f | Question “Violence in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11g | Question “Crime in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C11h | Question “Opioid addiction”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
| SAQ | C12a | Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Children bring weapons to school.”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12b | Question “Theft”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12c | Question “Physical conflicts among students”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12d | Question “Children bringing in or using alcohol at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12e | Question “Children bringing in or using illegal drugs at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12f | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Vandalism of school property”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12g | Question “Student bullying”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12h | Question “Widespread disorder in classrooms”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C12i | Question “Class cutting”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 |
| SAQ | C13 | Question “Which of the following emergency procedures have your students been drilled on during this school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Evacuation_x000D_ 2. Lockdown_x000D_ 3. Shelter in place_x000D_ 4. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C13OS | Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | |
| SAQ | C14a | Question “During this school year, how many days were school activities disrupted due to implementation of the following emergency procedures (not drills)? _x000D_ _x000D_ Evacuation”_x000D_ _x000D_ InstResp “Enter the number of days.”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14b | Question “Lockdown”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14c | Question “Shelter in place”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C14d | Question “Other emergency procedures {C13OS}”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C15 | Question “During this school year, which of the following measures has your school implementedto ensure the safety of children?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Require visitors to sign or check in and wear badges_x000D_ 2. Require visitors to present photo ID, which is verified, and used to generate badges_x000D_ 3. Control access to school buildings during school hours (for example, locked or monitored doors)_x000D_ 4. Require metal detector checks on students every day_x000D_ 5. Equip classrooms with locks so that doors can be locked from the inside_x000D_ 6. Close the campus for most or all students during lunch_x000D_ 7. Use one or more random dog sniffs to check for drugs_x000D_ 8. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs_x000D_ 9. Require students to wear uniforms_x000D_ 10. Enforce a strict dress code_x000D_ 11. Provide school lockers to students_x000D_ 12. Require clear book bags or ban book bags on school grounds_x000D_ 13. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident_x000D_ 14. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box)_x000D_ 15. Require students to wear badges or picture IDs_x000D_ 16. Require faculty and staff to wear badges or picture IDs_x000D_ 17. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds)_x000D_ 18. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways)_x000D_ 19. Provide telephones in most classrooms_x000D_ 20. Provide two-way radios to any staff_x000D_ 21. Use of security guards, unarmed_x000D_ 22. Use of security guards, armed_x000D_ 23. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 |
| SAQ | C15os | Other specify for school-safety measures and drills | SA-RQ10 | |
| SAQ | C16 | Question “Does your school implement any of the following policies and practices related to technology use?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Policy prohibiting student use of cell phones and text messaging devices during school hours_x000D_ 2. Policy limiting student access to social media (network and computers)_x000D_ 3. Practice of web-based instruction_x000D_ 4. Practice of blended learning_x000D_ 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student_x000D_ 6. Policy limiting amount of screen time students experience in class_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School policy regarding technology use | SA-RQ3 |
| SAQ | C16OS | Other specify for school policy regarding technology use | SA-RQ3 | |
| SAQ | C17a | Question “To what extent is each of the following a problem in this school? _x000D_ _x000D_ Student tardiness”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17b | Question “Student absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17c | Question “Student aggressive or disruptive behavior”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17d | Question “Teacher absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17e | Question “Teacher turnover”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C17f | Question “Overcrowding”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 |
| SAQ | C18a | Question “During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Funding levels decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18b | Question “Enrollment increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18c | Question “Enrollment decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18d | Question “The number of students receiving free or reduced-price lunch increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18e | Question “Student mobility increased (that is, the number of students transferring in and out of the school increased)”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18f | Question “There has been a reduction in staffing”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18g | Question “{Continued} During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Class sizes increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18h | Question “Class sizes decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18i | Question “Salaries increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18j | Question “Salaries decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C18k | Question “Number of English language learners (ELL) increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C19 | Question “During the past year, were changes made to your school’s assigned attendance area?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 |
| SAQ | C20 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School-Family-Community Connections section”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | C20OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | CSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | C21 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | D0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | D1 | Question “During this school year, have any of the following programs been implemented at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Multi-Tiered System of Support (MTSS)_x000D_ 2. Social-Emotional Learning (SEL) program_x000D_ 3. Positive Behavior Interventions and Supports (PBIS)_x000D_ 4. Violence prevention program_x000D_ 5. School climate and community program_x000D_ 6. None of the above_x000D_ |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | SA-RQ7 SA-RQ12 |
| SAQ | D2 | Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Children can be retained in kindergarten._x000D_ 2. Children can be promoted in kindergarten._x000D_ 3. This school has a formal retention policy._x000D_ 4. This school has a formal promotion policy._x000D_ 5. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 |
| SAQ | D3 | Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity)._x000D_ 2. Kindergartners can be retained at the request of their parents._x000D_ 3. Kindergartners can be retained due to academic deficiencies (for example, below grade level)._x000D_ 4. Kindergartners can be retained due to failing a schoolwide standardized test._x000D_ 5. Kindergartners can be retained more than once in each grade._x000D_ 6. Kindergartners can be retained without parents’ permission._x000D_ 7. Kindergartners with disabilities can be retained._x000D_ 8. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 |
| SAQ | D4 | Question “How many kindergarten children were retained last school year?”_x000D_ _x000D_ Watermark “Enter number” |
Retention policies and practices | SA-RQ3 |
| SAQ | D5 | Question “How many first-grade children were retained last school year?”_x000D_ _x000D_ Watermark “Enter number” |
Retention policies and practices | SA-RQ3 |
| SAQ | D6 | Question “During this school year, were any children in your school assigned in-school or out of school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7a | Question “During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Male”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7b | Question “Female”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7c | Question “English language learners”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7d | Question “Students with disabilities”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7e | Question “{Continued} During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7f | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7g | Question “Asian, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7h | Question “Black or African American, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7i | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7j | Question “White, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D7k | Question “Two or more races, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8a | Question “For each of the following statements about reading and math, indicate how strongly you agree or disagree. _x000D_ _x000D_ This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 |
| SAQ | D8b | Question “At this school, we use data from screening tests to determine if core instruction in reading is meeting the needs of most of our students.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
| SAQ | D8c | Question “This school has a set of clear, predetermined grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
| SAQ | D8d | Question “At this school, we use data from screening tests to determine if core instruction in math is meeting the needs of most of our students.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
| SAQ | D9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Policies and Practices section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | D9OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | DSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | D10 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | E0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | E1 | Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Referrals to shelter or safe housing_x000D_ 2. Crisis intervention services_x000D_ 3. Access to showers, toiletries, and hygiene supplies_x000D_ 4. Access to laundry_x000D_ 5. Food for students outside of school day_x000D_ 6. Not applicable – This school did not provide any of the services listed above_x000D_ 91. Other (Please specify):_x000D_ |
Services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
| SAQ | E1OS | Other specify for services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
|
| SAQ | E2 | Question “Do any of the children in this school come from a home where a language other than English is spoken?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E3a | Question “What percentage of children in this school and in first grade are English language learners (ELL)?_x000D_ _x000D_ ELL among all students in school_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E3b | Question “ELL among students in first grade”_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
| SAQ | E4a | Question “What percentage of first-grade children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_ _x000D_ Percent receiving ESL instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ InstResp: Enter "0" if instruction is not provided or if instruction is provided but no first-grade students receive the instruction._x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4b | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4c | Question “Percent receiving bilingual instruction _x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4d | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4e | Question “Percent receiving dual-language instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E4f | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
| SAQ | E5 | Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language_x000D_ 2. Translation of written communications are provided to these families_x000D_ 3. Home visits are made to families of these children_x000D_ 4. An outreach worker assists in enrolling these children when first entering school_x000D_ 5. The school conducts special parent meetings for families from a non-English background_x000D_ 6. None of the above_x000D_ |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ8 |
| SAQ | E6a | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?”_x000D_ _x000D_ Pre-unit “Number of students”_x000D_ _x000D_ Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 |
| SAQ | E6b | Question “Of those students who have been newly evaluated at your school this school year, how many were found eligible for an IEP, including those who may have an IEP for speech only?”_x000D_ _x000D_ Pre-unit “Number of students”_x000D_ _x000D_ Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 |
| SAQ | E7 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individualized Education Program (IEP)_x000D_ 2. 504 plans based on section 504 of the Rehabilitation Act_x000D_ 3. Neither of these_x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E8a | Question “Approximately what percentage of your first graders is in each of the following instructional programs?”_x000D_ _x000D_ Special education (with Individualized Education Program (IEP))”_x000D_ _x000D_ InstResp “Enter percent.”_x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E8b | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_ _x000D_ Accommodations through a 504 plan”_x000D_ _x000D_ {InstResp “Enter percent.”}_x000D_ _x000D_ “Not offered in first-grade" _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E8c | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_ _x000D_ Reading instruction for students performing below grade level in reading”_x000D_ _x000D_ {InstResp “Enter percent.”}_x000D_ _x000D_ “Not offered in first-grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E8d | Question “Math instruction for students performing below grade level in math”_x000D_ _x000D_ InstResp "Enter percent." _x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E8e | Question “A gifted and talented program”_x000D_ _x000D_ InstResp "Enter percent." _x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
| SAQ | E9 | Question “How are students identified for special education programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for special education services | SA-RQ4 |
| SAQ | E9OS | Other specify for identification of students for special education services | SA-RQ4 | |
| SAQ | E10 | Question “How are students identified for gifted and talented programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for gifted and talented program | SA-RQ4 |
| SAQ | E10OS | Other specify for identification of students for gifted and talented program | SA-RQ3 | |
| SAQ | E11 | Question “What method(s) are used in your school to determine special education eligibility for students with learning disabilities?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. IQ-achievement discrepancy model which shows whether there is a discrepancy between expected performance and actual performance_x000D_ 2. Response to Intervention (RtI) model_x000D_ 91. Other (Please specify):_x000D_ |
Idetnfication of students for special eduction | SA-RQ4 |
| SAQ | E11OS | Other specify for idetnfication of students for special eduction | SA-RQ3 | |
| SAQ | E12 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_ ----_x000D_ 1. Children with IEPs are not served in this school._x000D_ 2. Children with IEPs typically spend most of their day in separate classes._x000D_ 3. Children with IEPs typically spend most of their day in the regular classroom._x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ1 SA-RQ3 SA-RQ12 |
| SAQ | E13 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Programs for Particular Populations section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | E13OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | ESTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | E14 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | F0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | F1a | Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 |
| SAQ | F1b | Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_ _x000D_ Did your school receive Federal Title I funds for this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 |
| SAQ | F2 | Question “Is your school operating a Title I targeted assistance or schoolwide program?”_x000D_ ----_x000D_ 1. Targeted assistance program_x000D_ 2. Schoolwide program_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F3 | Question “Does your school use Title I funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting_x000D_ 2. To serve children in an in-class setting_x000D_ 3. To reduce class size_x000D_ 4. To provide extended time learning opportunities before and/or after school for children_x000D_ 5. To provide professional development activities_x000D_ 6. To provide family literacy services_x000D_ 7. To provide summer learning opportunities_x000D_ 8. None of the above_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F4 | Question “Did your school receive Federal Title III funds for this school year?”_x000D_ _x000D_ InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 SA-RQ2 |
| SAQ | F5 | Question “Does your school use Title III funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting for second language instruction_x000D_ 2. To serve children in an in-class setting for second language instruction_x000D_ 3. To provide extended time learning opportunities before and/or after school for children_x000D_ 4. To improve the entire educational program through a schoolwide program_x000D_ 5. To provide professional development activities for teachers who serve English language learners_x000D_ 6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_ 7. To provide summer learning opportunities_x000D_ 8. To provide student support in the student's home language for second language instruction_x000D_ 9. None of the above_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
| SAQ | F6 | Question “The next items address federal requirements. At the end of the LAST school year (2020-2021), what was this school’s status?”_x000D_ ----_x000D_ 1. Unclassified_x000D_ 2. Comprehensive improvement_x000D_ 3. Targeted support_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 |
| SAQ | F7a | Question “Which of the following actions has this school taken, in response to the need for improvement?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Developed or revised a two-year school improvement plan_x000D_ 2. Offered students the choice to transfer to another public school_x000D_ 3. Offered supplemental educational services to students from low-income families_x000D_ 4. Replaced school staff_x000D_ 5. Implemented a new curriculum based on scientifically based research_x000D_ 6. Extended the school day or school year_x000D_ 7. Appointed an outside expert to advise the school on its progress_x000D_ 8. Reorganized the school internally_x000D_ 9. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 |
| SAQ | F7aOS | Other specify for school status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | |
| SAQ | F7b | Question “This set of questions is about grade 3 students. Does this school have grade 3 students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F8a | Question “Based on recent state assessments what percentage of the grade 3 students in your school in the prior school year (2021-22) scored “proficient” or above in the following subjects?_x000D_ _x000D_ Reading or verbal skills”_x000D_ _x000D_ Pre-unit “Percentage:” _x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F8b | Question “Mathematics or quantitative skills”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F8c | Question “Science”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F8d | Question “English language proficiency for English language learners (ELL)”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 |
| SAQ | F9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Federal Programs section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | F9OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | FSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | F10 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | G0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | G1a1 | Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Regular classroom teachers”_x000D_ _x000D_ InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.””_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1a2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1b1 | Question “ESL/bilingual education/language immersion/ELL instruction teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1b2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1c1 | Question “Drama, music, or art teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1c2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1d1 | Question “Gym/PE or health teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1d2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1e1 | Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1e2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1f1 | Question “Paraprofessionals (for example, classroom aides)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1f2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1g1 | Question “Teachers of gifted/talented students”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1g2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1h1 | Question “{Continued} Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Reading specialists and interventionists”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1h2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1i1 | Question “Math specialists and interventionists”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1i2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1j1 | Question “School nurses or health professionals”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1j2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1k1 | Question “School psychologists and social workers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1k2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1l1 | Question “Counselors (for example, guidance or academic counselors)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1l2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1m1 | Question “Library media specialists/librarians”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1m2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1n1 | Question “Computer/technology teachers or support staff”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G1n2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G2a | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_ 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_ 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_ 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_ 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_ 6. None of the above_x000D_ |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
| SAQ | G2b | Question “Indicate how much you agree or disagree with the following statements about your school and staff._x000D_ _x000D_ InstResp “Mark one response on each row.”_x000D_ _x000D_ There is consensus among administrators and teachers on goals and expectations.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
| SAQ | G2c | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
| SAQ | G2d | Question “Teachers are very active in planning staff development activities in this school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
| SAQ | G2e | Question “There is adequate time for teacher professional development.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
| SAQ | G3a1 | Question “What percentage of your part–time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups?_x000D_ _x000D_ Hispanic orLatino/Latina of any race”_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3b1 | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3d1 | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G3g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
| SAQ | G4 | Question “Are monetary incentives such as cash bonuses, salary increases, or different steps on the salary schedule used in your school to reward teachers for…_x000D_”_x000D_ InstResp "Select all that apply" ----_x000D_ 1. Improved student performance on state tests? 2. Reaching target goals on state tests? |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
| SAQ | G5a | Question “Please indicate the number of regular classroom teachers who have joined or left your school since the start of the school year. _x000D_ _x000D_ Number of regular classroom teachers who have started teaching in your school since the start of the school year?"_x000D_ _x000D_ InstResp “Enter in the approximate numbers. If no teachers have left or started your school during the school year, enter “0.””_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 |
| SAQ | G5b | Question “Number of regular classroom teachers who have left your school since the start of the school year, and have not returned?”_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 |
| SAQ | G5c | Question “Number of regular classroom teachers for whom this school year is their first year of teaching?”_x000D_ _x000D_ Watermark “Enter number” |
New to teaching | SA-RQ3 SA-RQ10 |
| SAQ | G5d | Question “Number of regular classroom teachers for whom this school year is their first year of teaching in this school?”_x000D_ _x000D_ Watermark “Enter number” |
New to school | SA-RQ3 |
| SAQ | G6 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Staffing and Teacher Characteristics section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice Principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 |
| SAQ | G6OS | Other specify for Principal's years in the role of principal | SA-RQ13 | |
| SAQ | GSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | G7 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA |
| SAQ | H0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA |
| SAQ | H1 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H3 | Question “Are you Hispanic or Latino/Latina?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 |
| SAQ | H5a | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_ _x000D_ Years as a teacher before becoming a school administrator or principal”_x000D_ _x000D_ InstResp: “Enter number of years.”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 |
| SAQ | H5b | Question “Total number of years as a school administrator or principal at any school”_x000D_ _x000D_ InstResp: “Enter number of years.”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 |
| SAQ | H5c | Question “Number of years as a school administrator or principal at this school”_x000D_ _x000D_ InstResp: “Enter number of years.”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 |
| SAQ | H6 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Traditional university-based training certification program_x000D_ 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_ 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_ 4. State-based training program (for example, New Jersey EXCEL)_x000D_ 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_ 6. Another school administration preparation program_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H7 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. High school diploma or equivalent/GED_x000D_ 2. Associate’s degree_x000D_ 3. Bachelor’s degree_x000D_ 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_ 5. Master’s degree_x000D_ 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_ 7. Doctorate or an advanced professional degree beyond a Master's degree (for example, EdD, PhD, JD, or MD)_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H8 | Question “What was your major field of study in the highest degree you completed?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Education administration/management_x000D_ 4. Special education_x000D_ 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.)_x000D_ 6. Non-education major (such as history, English, etc.)_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 |
| SAQ | H9a | Question “Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Working with teachers on instructional issues”_x000D_ _x000D_ InstResp “Enter number of hours.”_x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9b | Question “Internal school management (weekly calendars, vendors, office, memos, etc, including work with administrative and support staff)” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9c | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9d | Question “Student attendance” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9e | Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9f | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Teaching” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9g | Question “Talking and meeting with parents” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9h | Question “Meeting with students” _x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H9i | Question “Paperwork required by local, state, or federal authorities”_x000D_ _x000D_ Watermark: “Enter hours” |
Principal’s time allocation | SA-RQ13 |
| SAQ | H10 | Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_ ----_x000D_ 1. Nearly every child_x000D_ 2. 76% or more_x000D_ 3. 51% to 75%_x000D_ 4. 26% to 50%_x000D_ 5. 25% or less_x000D_ |
Principal’s familiarity with students | SA-RQ13 |
| SAQ | H11 | Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of language other than English with students and families | SA-RQ13 |
| SAQ | H12 | Question "Do you speak a language other than English with students’ families whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of language other than English with students and families | SA-RQ8 SA-RQ13 |
| SAQ | H13 | Question "What language(s) other than English do you speak with students at your school or with their families?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 10. None of the above_x000D_ 91. Other language (Please specify):_x000D_ |
Use of language other than English with students and families | SA-RQ8 SA-RQ13 |
| SAQ | H13OS | Other specify use of language other than English with students and families | SA-RQ13 | |
| SAQ | HSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA |
| SAQ | H14 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| File Type | application/vnd.openxmlformats-officedocument.spreadsheetml.sheet |
| File Modified | 0000-00-00 |
| File Created | 0000-00-00 |