ECLS Att D-6 Spr1TchrC-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

$WWDFKPHQWD-6
Spring First-Grade Teacher Child-Level
Paper Survey
National &HQWHUIRU(GXFDWLRQ6WDWLVWLFV
U.S.DepartmentRI(GXFDWLRQ

$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.

TQC1A

Early Childhood Longitudinal Study
First-Grade
Teacher
Survey (Child
Level)
Early Childhood
Longitudinal
Study
Early
Childhood
Longitudinal
Study
EarlyFall
Childhood
Longitudinal
Study
2022
- Form
TQC1A-FT
First-Grade
Teacher
Survey
(Child
Level)
Kindergarten
Teacher
Survey
(Child
Level)
First-Grade
First-Grade
Teacher
Survey
(Child Level)
Fall 2022
- Form
TQC1A-FT
Fall
Fall2022
2022--Form
FormTQCSK-FT
TQC1A-FT
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INTRODUCTION
INTRODUCTION
INTRODUCTION
INTRODUCTION
INTRODUCTION

Dear Teacher,
Dear
Dear Teacher,
Teacher,
Dear
Dear
Teacher,
YourTeacher,
school
has agreed to participate in the Early Childhood Longitudinal Study (ECLS),
a nationwide
study
of elementary-aged
children,
their schools,
teachers, and
parents.
As
Your
school has
agreed
to participate in the
Early Childhood
Longitudinal
Study
(ECLS),
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surveys.
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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.
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.

29
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27798

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 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.
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Not
applicable
or
Skill not
yet taught

27798

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. 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.
i. Reads first-grade books fluently – for
example, easily reads words in meaningful
phrases rather than reading word by word.
j. 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.")
k. Composes a story with a clear beginning,
middle, and end.
l. 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.
m. Demonstrates an understanding of some of
the conventions of print – for example, by
appropriately using question marks,
exclamation points, and quotation marks.
n. Finds meaningful units in words such as
prefixes, suffixes, and base words.

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Not
applicable
or
Skill not
yet taught

27798

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 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.
b. Forms explanations based on observations
and explorations – for example, explains the
best growing conditions for a plant after
investigating with light and water.
c. 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.
d. Makes logical predictions when pursuing
scientific investigations – for example,
predicts whether or not objects are magnetic
based on the materials they are made of.
e. Communicates scientific information – for
example, records data from measurement
tools (for example, clocks, thermometers, etc.),
or constructs bar graphs.
f. 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.
g. 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.
h. Shows an understanding of cause and effect –
for example, knows if he or she pushes a ball
harder, it will go faster.

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Not
applicable
or
Skill not
yet taught

27798

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...

Not yet

Beginning

In progress

Intermediate

Proficient

a. 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.)
b. Fluently adds and subtracts within 10.
c. Fluently adds and subtracts within 20 using
a variety of mental strategies – for example,
making 10 ( 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).
d. 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.
e. 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.
f. 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 = __.
g. 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.
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Not
applicable
or
Skill not
yet taught

27798

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. 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.
i. Measures length to the nearest whole
number using common measurement
instruments – for example, ruler, yardstick,
meterstick, or tape measure.
j. 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).

5

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Not
applicable
or
Skill not
yet taught

27798

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.

Never

Rarely

Sometimes

Often

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.

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

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Very
often

27798

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.

Never

Rarely

Sometimes

Often

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.

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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Very
often

27798

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

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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Very
often

27798

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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27798

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 9: SCHOOL LIKING AND AVOIDANCE
I1.

a.

For the items below, please indicate how often each of these items applies to this child.
MARK ONE RESPONSE ON EACH ROW.
Doesn't apply

Sometimes applies

Certainly applies

Seldom displays
this behavior

Occasionally displays
this behavior

Often displays
this behavior

Likes to come to school.

b. Dislikes school.
c.

Has fun at school.

d. Likes being in school.
e.

Seems unhappy in school.

f.

Enjoys most classroom activities.

g. Groans or complains about suggested
activities.

Source: School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission.

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SECTION 10: STRATEGIC PLANNING
J1.

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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SECTION 11: PEER RELATIONSHIPS
K1.

Please indicate how often each of these items applies to this child, particularly in the context of his
or her behavior with peers. MARK ONE RESPONSE ON EACH ROW.
Doesn't apply
Seldom displays
this behavior

Sometimes applies

Certainly applies

Occasionally displays
this behavior

Often displays
this behavior

a.
b.
c.
d.
e.
f.
g.
h.
i.

Source: Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission.

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K2.

During this school year, how often have other students ... MARK ONE RESPONSE ON EACH ROW.

Never
a.

Rarely

Sometimes

Often

Very
often

Teased, made fun of, or called this student
names?

b. Told lies or untrue stories about this student?
c.

Pushed, shoved, slapped, hit, or kicked this
student?

d. Intentionally excluded or left this student out
from playing with them?

K3.

During this school year, how often has this student ... MARK ONE RESPONSE ON EACH ROW.

Never
a.

Rarely

Sometimes

Often

Very
often

Teased, made fun of, or called other students
names?

b. Told lies or untrue stories about other students?
c.

Pushed, shoved, slapped, hit, or kicked other
students?

d. Intentionally excluded or left other students out
from playing with him or her?

Source: Espelage, D. L. and Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and psychosocial
correlates. Journal of Emotional Abuse, 2: 123-142. Adapted and used with permission.

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SECTION 12: STUDENT INFORMATION
L1.

In which grade is this child enrolled? 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.
Kindergarten (Full-day program)
Kindergarten (Part-day program)
First grade
Second grade
Third grade or higher
This is an ungraded classroom

L2.

How long has this child been in your classroom this school year? MARK ONE RESPONSE.
Entire school year
More than one semester but less than the entire school year
More than one quarter but less than one semester
Less than one quarter of the school year

L35. 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 this child's
primary teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

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L36. 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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