ECLS Att D-2 FallKTchrC-Lvl Paper_Redact v.25

Early Childhood Longitudinal Study,
Kindergarten Class of 202-2
(ECLS-K:202)
Kindergarten and First-Grade Field Test Data
Collection, National Sampling, and National
Recruitment

OMB# 1850-0750 v.25

$WWDFKPHQWD2
)DOO.LQGHUJDUWHQTeacher Child-Level
Paper 6XUYH\
National&HQWHUIRU(GXFDWLRQ6WDWLVWLFV
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$XJXVW 2021
revised May 2022

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

Teacher Survey
(Child Level)
2022

S_ID

T_ID
T

Link_ID
P

C_ID
C

Completing this survey will help us learn more about children and their
experiences in different schools and classrooms.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 16 minutes per child-level survey including the time to review instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 02/28/2025.

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Early
Early
Early
Childhood
Childhood
Childhood
Longitudinal
Longitudinal
Longitudinal
Study
Study
Study
Early
Early
Childhood
Childhood
Longitudinal
Longitudinal
Study
Study
Kindergarten
Kindergarten
KindergartenTeacher
Teacher
TeacherSurvey
Survey
Survey(Child
(Child
(ChildLevel)
Level)
Level)
Fall
Fall
Fall2022
2022
2022-- Form
-Form
FormTQCSK-FT
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INTRODUCTION
INTRODUCTION
INTRODUCTION
INTRODUCTION
INTRODUCTION
Dear
Dear
Teacher,
Teacher,
Dear
Dear
Dear
Teacher,
Teacher,
Teacher,
Your
Your
school
school
has
has
agreed
agreed
toto
to
participate
participate
inin
in
the
the
Early
Early
Childhood
Childhood
Longitudinal
Longitudinal
Study
Study
(ECLS),
(ECLS),
Your
school
has
agreed
to
participate
in
the
Early
Childhood
Longitudinal
Study
(ECLS),
Your
Your
school
school
has
has
agreed
agreed
to
participate
participate
in
the
the
Early
Early
Childhood
Childhood
Longitudinal
Longitudinal
Study
Study
(ECLS),
(ECLS),
anationwide
nationwide
nationwide
study
study
ofof
of
elementary-aged
elementary-aged
children,
children,
their
their
schools,
schools,
teachers,
teachers,
and
and
parents.
parents.
As
As
study
of
elementary-aged
children,
their
schools,
teachers,
and
parents.
As
aaaanationwide
nationwide
study
study
of
elementary-aged
elementary-aged
children,
children,
their
their
schools,
schools,
teachers,
teachers,
and
and
parents.
parents.
As
As
part
part
ofof
of
the
the
study,
study,
we
we
are
are
asking
asking
teachers
teachers
atat
at
your
your
school
school
toto
to
complete
complete
surveys.
surveys.
You
You
have
have
part
of
the
study,
we
are
asking
teachers
at
your
school
to
complete
surveys.
You
have
part
part
of
the
the
study,
study,
we
we
are
are
asking
asking
teachers
teachers
at
your
your
school
school
to
complete
complete
surveys.
surveys.
You
You
have
have
been
been
asked
asked
toto
to
complete
complete
this
this
survey
survey
because
because
one
one
oror
or
more
more
ofof
of
the
the
children
children
inin
in
your
your
class(es)
class(es)
been
asked
to
complete
this
survey
because
one
or
more
of
the
children
in
your
class(es)
been
been
asked
asked
to
complete
complete
this
this
survey
survey
because
because
one
one
or
more
more
of
the
the
children
children
in
your
your
class(es)
class(es)
are
are
participants
participants
inin
in
this
this
study.
study.
The
The
child
child
who
who
isis
is
the
the
subject
subject
ofof
of
this
this
survey
survey
isis
is
identified
identified
on
on
the
the
are
participants
in
this
study.
The
child
who
the
subject
of
this
survey
identified
on
the
are
are
participants
participants
in
this
this
study.
study.
The
The
child
child
who
who
isis
the
the
subject
subject
of
this
this
survey
survey
isis
identified
identified
on
on
the
the
cover.
cover.
This
This
survey
survey
contains
contains
questions
questions
about
about
this
this
child’s
child’s
skills
skills
and
and
abilities.
abilities.
cover.
This
survey
contains
questions
about
this
child’s
skills
and
abilities.
cover.
cover.
This
This
survey
survey
contains
contains
questions
questions
about
about
this
this
child’s
child’s
skills
skills
and
and
abilities.
abilities.
The
The
ECLS
ECLS
collects
collects
information
information
from
from
teachers
teachers
ofof
of
children
children
who
who
are
are
inin
in
the
the
study
study
toto
to
The
ECLS
collects
information
from
teachers
of
children
who
are
in
the
study
to
investigate
The
The
ECLS
ECLS
collects
collects
information
information
from
from
teachers
teachers
of
children
children
who
who
are
are
in
the
the
study
study
to
investigate
investigate
investigate
investigate
the
therelationship
relationship
between
between
children’s
children’s
academic
academic
progress
progress
and
and
various
various
school,
school,
the
relationship
between
children’s
academic
progress
and
various
school,
classroom,
the
the
relationship
relationship
between
betweenchildren’s
children’s
academic
academic
progress
progress
and
and
various
various
school,
school,
classroom,
classroom,
classroom,
classroom,
teacher,
teacher,
and
andhome
homecharacteristics.
characteristics.
teacher,
and
home
characteristics.
teacher,
teacher,
and
and
home
homecharacteristics.
characteristics.
Taking
Taking
part
part
inin
in
the
the
study
study
isis
is
voluntary.
voluntary.
You
You
may
may
stop
stop
atat
at
any
any
time
time
oror
or
choose
choose
not
not
toto
to
answer
answer
Taking
part
in
the
study
voluntary.
You
may
stop
at
any
time
or
choose
not
to
answer
Taking
Taking
part
part
in
the
the
study
study
isis
voluntary.
voluntary.
You
You
may
may
stop
stop
at
any
any
time
time
or
choose
choose
not
not
to
answer
answer
aaaaa
question
question
you
you
do
do
not
not
want
want
toto
to
answer.
answer.
However,
However,
only
only
you
you
can
can
provide
provide
this
this
information.
information.
question
you
do
not
want
to
answer.
However,
only
you
can
provide
this
information.
question
question
you
you
do
do
not
not
want
want
to
answer.
answer.
However,
However,
only
only
you
you
can
can
provide
provide
this
this
information.
information.
Although
Although
we
we
realize
realize
you
you
are
are
very
very
busy,
busy,
we
we
urge
urge
you
you
toto
to
complete
complete
this
this
survey
survey
asas
as
completely
completely
Although
we
realize
you
are
very
busy,
we
urge
you
to
complete
this
survey
as
completely
Although
Although
we
we
realize
realize
you
you
are
are
very
very
busy,
busy,
we
we
urge
urge
you
you
to
complete
complete
this
this
survey
survey
as
completely
completely
and
and
accurately
accurately
asas
as
possible.
possible.
and
accurately
as
possible.
and
and
accurately
accurately
as
possible.
possible.

THANK
THANK
YOU
YOU
VERY
VERY
MUCH
MUCH
FOR
FOR
YOUR
YOUR
HELP.
HELP.
THANK
THANK
YOU
YOU
VERY
VERY
MUCH
MUCH
FOR
FOR
YOUR
YOUR
HELP.
HELP.

ii i i

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

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

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

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

0, and do not

Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

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Draft

ACADEMIC RATING SCALE
First, we would like for you to rate this child's current skills, knowledge, and behaviors within language and
literacy (section 1), science (section 2), and mathematical thinking (section 3), based on your experience with
him or her. If you are not the primary teacher in any of these areas, you may want to consult with the person
most familiar with the child’s progress in the area when completing the scales.
This is NOT a test and should NOT be administered directly to the child.
Examples are meant to help you think of the range of situations in which the child may demonstrate the
identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate
what he or she knows or can do. The examples do, however, indicate a level of proficiency a child should
have reached in order to receive the highest ratings. Some of these examples describe a very high level of
performance (beyond typical students) in order to evaluate achievement levels of the highest performing
students.
Rate this child compared to other children of the same age level. Please consider the full range of ratings
when answering.
The following five-point scale is used for each of the questions. It reflects the degree to which a child has
acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions
before turning to the next page.
Not yet

=

Child has not yet demonstrated skill, knowledge, or behavior.

Beginning

=

Child is just beginning to demonstrate skill, knowledge, or behavior but
does so very inconsistently.

In progress

=

Child demonstrates skill, knowledge, or behavior with some regularity
but varies in level of competence.

Intermediate

=

Child demonstrates skill, knowledge, or behavior with increasing
regularity and average competence but is not completely proficient.

Proficient

=

Child demonstrates skill, knowledge, or behavior competently and
consistently.

Not applicable or
Skill not yet taught

=

Skill, knowledge, or behavior has not been introduced in classroom
setting.

If this child has limited English proficiency or is an English language learner, answer with his or her
native language in mind if he or she does not yet demonstrate skills in English but does demonstrate them in
his or her native language.
If this child has a disability, it may be necessary to consider adaptations for some questions to make them
more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative
forms of verbal communication (for example, sign language, communication boards) or written
communication (for example, word processors, Braille, dictation). Please answer the questions with these
adaptations in mind.

iii
20

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31013

SECTION 1: LANGUAGE AND LITERACY
A1.

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

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

a. Contributes relevant information to
classroom discussions – for example, during
a class discussion, can express an idea or a
personal opinion on a topic and the reasons
behind the opinion.
b. Engages in higher-level thinking and
reasoning during classroom discussions – for
example, answers questions that are not just an
explicit recall of facts, makes inferences, asks
on-topic questions, and can have a cohesive
exchange of ideas that are centered on a given
topic for at least three conversational turns.
c. Uses correct endings on verbs and nouns
when speaking – for example, says "dog plays"
and "dogs play" or uses present tense ("she runs"
or "she is running") and past tense correctly for
both regular and irregular verbs ("he walks" and
"he walked"; "I run" and "I ran").
d. Uses morphemes to figure out the meanings
of words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a
“person who” as in “farmer” and “painter”; “un”
means “not” as in “unlike” and “unfriendly”; or
“re” means “again” as in “reread” and “replay.”
e. Uses morphemes to decode new words – for
example, decodes “jellyfish” by recognizing it is
made up of two familiar words “jelly” and “fish”
or decodes “preheat” as “pre” and “heat” and
“fearless” as “fear” and “less.”
f. Uses complex sentence structures – for
example, says "If she had brought her umbrella,
she wouldn't have gotten wet," or "Yesterday it
was raining cats and dogs," or "Why can't we
go on the field trip at the same time as the first
grade?"
g. Understands and interprets a story or other
text read to him/her – for example, by 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.
1

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Not
applicable
or
Skill not
yet taught

31013

A1.

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

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

h. Easily and quickly names all upper- and
lower-case letters of the alphabet.
i. Predicts what will happen next in stories
by using the pictures and storyline for clues.
j. Reads simple books independently – for
example, reads books with a repetitive
language pattern.
k. 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.
l. Composes simple stories – for example, by
writing about a personal experience in a
journal.
m. 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.
n. 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.
o. Finds meaningful units in words such as
prefixes, suffixes, and base words.

2

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Not
applicable
or
Skill not
yet taught

31013

SECTION 2: SCIENCE
B1.

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

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

a. Uses his/her senses to explore and observe –
for example, observes and notes the habits of
classroom pets, or describes the differences in
clay before and after water is added.
b. 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.
c. 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."
d. 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.
e. 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).
f. Communicates scientific information – for
example, records or describes the properties
of common objects verbally or through
drawings or graphs.
g. 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.

3

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Not
applicable
or
Skill not
yet taught

31013

B1.

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

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

h. 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.
i. Shows an understanding of cause and effect
– for example, knows if he or she pushes a ball
harder, it will go faster.

4

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Not
applicable
or
Skill not
yet taught

31013

SECTION 3: MATHEMATICAL THINKING
C1.

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

THIS CHILD...
a. 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.

Not yet

Beginning

In progress

Intermediate

Proficient

b. 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.
c. 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.
d. 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.
e. 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).
f. 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).
g. 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?"

5

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Not
applicable
or
Skill not
yet taught

31013

C1.

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

THIS CHILD...

Not yet

Beginning

In progress

Intermediate

Proficient

h. 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.
i. 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.
j. Correctly names squares, circles, triangles,
and rectangles regardless of their
orientations or overall size.

6

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Not
applicable
or
Skill not
yet taught

31013

SECTION 4: EARLY LANGUAGE SKILLS
D1.

For this set of questions, please focus on this child’s early language skills in English based on your
experience with this child at school. Think about your experience with this child at school. Mark the
response option that best indicates how often this child exhibits the following early language skills
when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
THIS CHILD...

a.

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

b.

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

c.

Is a good listener in conversations with peers.

d.

Uses a varied vocabulary in spoken language.

e.

Responds to questions in a thoughtful way that
makes sense.

f.

Uses grammatically correct sentences when
speaking.

g.

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

h.

Uses correct endings on verbs and nouns when
speaking – for example, says “dog plays” and
“dogs play” or uses present tense (“she runs” or
“she is running”) and past tense correctly for
both regular and irregular verbs (“he walks”
and “he walked”; “I run” and “I ran”).

i.

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

j.

Uses complex sentences with two or more
clauses of various types (for example,
independent, dependent) in spoken language,
rather than using only simple, short sentences
with a subject and a verb.

k.

Is a good listener in conversations with adults.

l.

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

Never

Rarely

Sometimes

Often

Very
often

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

7

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31013

D1.

(Cont.) For this set of questions, please focus on this child’s early language skills in English based on
your experience with this child at school. Think about your experience with this child at school. Mark
the response option that best indicates how often this child exhibits the following early language
skills when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
THIS CHILD...

n.

Uses language effectively to initiate appropriate
interactions with other children.

o.

Tries repeatedly to communicate information
which has not been understood.

p.

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

q.

Uses morphemes to figure out the meanings of
words – for example, knows that “–s” means
“more than 1” as in “trucks”; “–er” means a
“person who” as in “farmer” and “painter”; “un”
means “not” as in “unlike” and “unfriendly”; or
“re” means “again” as in “reread” and “replay.”

r.

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

s.

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

t.

Shows understanding of spoken instructions and
daily conversations.

u.

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

v.

Uses language effectively to initiate appropriate
interactions with adults.

Never

Rarely

Sometimes

Often

Very
often

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

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

y.

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

z.

Uses morphemes to decode new words – for
example, decodes “jellyfish” by recognizing it is
made up of two familiar words “jelly” and “fish”
or decodes “preheat” as “pre” and “heat” and
“fearless” as “fear” and “less."
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D1.

(Cont.) For this set of questions, please focus on this child’s early language skills in English based on
your experience with this child at school. Think about your experience with this child at school. Mark
the response option that best indicates how often this child exhibits the following early language
skills when at school. Your best guess is fine. MARK ONE RESPONSE ON EACH ROW.
How Often?
THIS CHILD...

Never

Rarely

Sometimes

Often

Very
often

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

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D2.

Next, please think about this child's written language. Which of the following writing levels
(ordered below from lowest to highest) best describes the highest level at which this child is
currently performing (independently, without teacher help)? MARK ONE RESPONSE.
Scribbling
Drawing a picture
Can copy his or her name
Can copy sentences from the board
Write his or her name without copying
Can write most letters when asked to write the letter
Write initial sounds for many words
Write simple 2-4 letter words with invented spelling
Write multi-syllabic words with invented spelling with most sounds represented
Compose and write a full sentence with invented spelling with most sounds represented
Compose and write 2 or more consecutive full sentences with invented spelling with most
sounds represented
Other (Please specify):

D3.

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

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E1.

SECTION 5: SOCIAL SKILLS AND APPROACHES-TO-LEARNING

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

→
→
→
→
→

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

Never

Sometimes

Often

Very
often

No
opportunity
to observe

a.
b.
c.
d.
e.
f.

Keeps belongings organized.

g.
h.

Shows eagerness to learn new things.

i.

Works independently.

j.
k.
l.

Easily adapts to change in routines.

m.
n.

Persists in completing tasks.

o.

Pays attention well.

p.

Follows classroom rules.

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

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SECTION 6: CLASSROOM BEHAVIORAL REGULATION
F1.

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

Never
a.

Observes rules and follows directions
without requiring repeated reminders.

b.

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

c.

Completes tasks successfully.

d.

Attempts new challenging tasks.

e.

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

f.

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

g.

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

h.

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

i.

Sees own errors in a task and corrects them.

j.

Returns to unfinished tasks after interruption.

Rarely

Sometimes

Frequently/
Always
Usually

Source: Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA: Abt Associates. Adapted and
used with permission.

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SECTION 7: CLASSROOM BEHAVIORS
G1.

For this set of items, please read each statement and decide whether it is a “true” or “untrue” description
of this child’s reaction to a number of situations within the past six months. If you cannot answer one of
the items because you have never seen this child in that situation, then select “not applicable."
MARK ONE RESPONSE ON EACH ROW.

Extremely
untrue

Quite
untrue

Slightly
untrue

Neither
true nor
untrue

Slightly
true

Quite
true

Extremely
Not
true
applicable

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

Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior Questionnaire. Journal of
Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to
seven years: The Children's Behavior Questionnaire. Child Development, 72(5): 1394-1408. Adapted and used with permission.

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SECTION 9: STRATEGIC PLANNING
I1.

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

Does not apply

Sometimes applies

Consistently applies

a.

b.

c.
d.

e.
f.

g.
h.
i.

j.

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

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K1.

SECTION 11: STUDENT INFORMATION

In what type of program is this child enrolled? MARK ONE RESPONSE.
Full-day program
Morning part-day program
Afternoon part-day program

K2.

Is the 2022-23 school year this child's...? MARK ONE RESPONSE.
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.
First year in kindergarten
Second year in kindergarten
Third year or more in kindergarten

K3.

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

K4.

How many instructional groups based on achievement or ability levels in reading do you currently
have in this child’s class? MARK ONE RESPONSE.



I do not use instructional groups for reading

GO TO Q K6 on page 16

Two
Three
Four
Five or more
K5.

In which reading instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. ENTER IN THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group
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K6.

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



GO TO Q K8

Two
Three
Four
Five or more
K7.

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

K8.

Are you this child's primary teacher in the following subject areas? MARK ALL THAT APPLY.
A primary teacher is the teacher who is responsible for all learning in that subject area. The primary teacher
writes all lesson plans and handles all activities and assessments in that subject area. If you co-teach a subject
area with another teacher, but think you could report about this child, please report that you are the child’s
primary teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

K9.

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

2 0 2 2
MONTH

DAY

YEAR

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

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