Att D-3 Sp K Tchr Ch-Lvl Web_Redact_v26

Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) Kindergarten and First-Grade Fall 2023 Materials Revision

Att D-3 Sp K Tchr Ch-Lvl Web_Redact_v26

OMB: 1850-0750

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0750 can be found here:

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Early Childhood Longitudinal Study,
Kindergarten Class of 202-2
(ECLS-K:202)
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OMB# 1850-0750 v.2

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Spring Kindergarten Teacher Child-Level
Web6XUYH\

National &HQWHUIRU(GXFDWLRQ6WDWLVWLFV
U.S.DepartmentRI(GXFDWLRQ

2FWREHU2022

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

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

INC

[Introduction]

Sequence: 0

Grid Spec
|(all sections)

Round: Spring Kindergarten National

QUESTION STEMS ON LARGE AND SMALL BROWSERS:
QUESTION STEMS FOR ITEMS THAT ARE DISPLAYED TOGETHER IN GRIDS ON LARGE FORMATS (SUCH AS A
DESKTOP) ARE PRESENTED ONLY ONCE IN THE TEACHER SURVEY SPECIFICATIONS BELOW. WHEN VIEWING
THESE QUESTIONS IN A SMALLER FORMAT (SUCH AS A MOBILE PHONE), QUESTION STEMS REPEAT ON
SEPARATE SCREENS TO MAKE THE INTENT OF THE ITEM CLEAR.
ON LARGE FORMAT DISPLAYS, QUESTIONS IN A GRID ARE SKIPPED AS A GROUP WHEN THE NEXT BUTTON
IS USED. GRIDS HAVE BEEN DIVIDED IN THE SPECIFICATIONS BELOW SO THAT ONLY 4 OR 5 ITEMS ARE
SHOWN ON A SCREEN FOR MOST GRIDS (SOME GRIDS HAVE MORE ITEMS). ON MOBILE, QUESTIONS IN
GRIDS ARE PRESENTED ONE AT A TIME. IF THE "SAVE AND EXIT" BUTTON IS USED IN THE MIDDLE OF GRID
QUESTIONS, AND SOME OF THE GRID QUESTIONS HAVE BEEN ANSWERED, THE REMAINING QUESTIONS IN
A GRID WILL BE ASSIGNED SK. FOR GRIDS THAT HAVE BEEN DIVIDED INTO SMALLER GROUPS OF ITEMS,
THIS SK ASSIGNMENT TO THE REMAINING QUESTIONS IN A GRID WILL ONLY APPLY TO THE DEFINED GRID
SET IN THE SMALLER GROUP. ELSE, IF THERE IS A BREAK OFF OR TIMEOUT IN THE MIDDLE OF GRID
QUESTIONS, NO ANSWERS IN THE GRID WILL BE SAVED OR AUTOMATICALLY ASSIGNED SK.
TEXT IN RESPONSE OPTIONS IN GRID ITEMS SHOULD BE TOP ALIGNED.

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Spec Skip
|(all sections)

Round: Spring Kindergarten National

SPECIFICATION FOR SKIPPED NONRESPONSE QUESTIONS AND TEACHER SURVEY PROBE:
IF “TEACHER SURVEY PROBE” IS USED IN THE SPEC AND THE RESPONDENT DOES NOT ANSWER A
QUESTION BUT CLICKS THE “Next” BUTTON, RELOAD THE PAGE AND DISPLAY THE FOLLOWING TEXT AT
THE TOP WITH ALL ANSWER CATEGORIES SHOWN AGAIN ALONG WITH CHOICES FOR DON’T KNOW AND
REFUSED: "It looks like you haven’t answered the question yet. Please take another look at the question and
provide an answer. Select a choice below to continue."
ELSE IF A RESPONDENT DOES NOT ANSWER A QUESTION BUT CLICKS THE “Next” BUTTON, ASSIGN EMPTY
THE VALUE “SK” FOR SKIPPED.
SK ANSWERS SKIP TO THE NEXT QUESTION UNLESS OTHERWISE SPECIFIED.
NOTE: SOME QUESTIONS SHOW DON’T KNOW OPTION AS A RESPONSE CATEGORY: SIC010a-c, SIC011, SIC021,
and SIC029.

Soft Edit
|(all sections)

Round: Spring Kindergarten National

SPECIFICATION FOR SOFT EDIT MESSAGES:
SOFT EDIT MESSAGES SPECIFIED IN PROGRAMMER INSTRUCTIONS BELOW WILL BE DISPLAYED ON THE
SAME SCREEN AS THE ITEM. WHEN PROGRAMMING SPECIFICATIONS ARE CREATED, THESE MESSAGES WILL
BE SHOWN IN A DIFFERENT FORMAT AS WHAT IS SHOWN BELOW (THEY WILL BE DISPLAYED AS A
FOLLOWUP ITEM), BUT THE CONTENT AND PLACEMENT OF THE TEXT ON THE SAME SCREEN AS THE ITEM
WILL NOT CHANGE.

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OS Spec
|(all sections)

Round: Spring Kindergarten National

SPECIFICATION FOR OTHER SPECIFY:
FOR SMALL BROWSERS, THE OTHER SPECIFY ENTRY FIELD WILL BE ON THE NEXT SCREEN. IF THE BROWSER
SIZE IS SMALL, REDISPLAY THE QUESTION STEM AND LABEL THE OTHER SPECIFY FIELD WITH THE
RESPONSE OPTION FROM THE PREVIOUS QUESTION (E.G., Other language) AND “(Please specify):”.

Child Name
Round: Spring Kindergarten National

SPECIFICATION FOR CHILD’S NAME:
ACCORDING TO STUDY CONVENTION, “{CHILD}” INDICATES A FILL FOR CHILD’S FIRST NAME. THERE ARE
OTHER PLACES IN THE SPECIFICATION WHERE CHILD’S LAST NAME IS NEEDED. “{CHILD’S LAST NAME}” IS
USED TO INDICATE A FILL FOR CHILD’S LAST NAME. THEREFORE, WHEN THE CHILD’S FIRST AND LAST
NAME ARE NEEDED, THE SPECIFICATION WILL INDICATE “{CHILD} {CHILD’S LAST NAME}”.
DISPLAY {CHILD} {CHILD’S LAST NAME} AS A RUNNING HEADER ON EVERY SCREEN IN SMALL FONT. RIGHTJUSTIFY CHILD’S FIRST AND LAST NAME IN THE TOP RIGHT CORNER OF THE SCREEN ON A LINE ABOVE THE
CHILD ID AND THE QUESTION NUMBER.

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Footer
|Footer for First Question in the Survey

Round: Spring Kindergarten National

SPECIFICATION FOR FOOTER FOR FIRST QUESTION IN THE SURVEY:
ON THE FIRST PAGE OF THE BLAISE INSTRUMENT, AS A FOOTER, DISPLAY THE FOLLOWING LANGUAGE:
"Click “Save and Exit” if you need to take a break. When you’ve completed the survey, click “Finish” on the
last screen. You will be taken back to MyECLS. Exit MyECLS by selecting "Logout" and closing ALL browser
windows or screens to keep your responses secure. For example, if you used Chrome or Safari to open the
website, make sure no Chrome or Safari windows or screens are open after you end the session. Not closing
all browsers may allow someone else to see your responses.”

SSC000
Copyright: No
Round: Spring Kindergarten National
Source: New
DISPLAY INSTRUCTIONS:
DISPLAY A BLUE ICON AFTER THE WORD “ICON” IN THE FIFTH BULLET BELOW.
QUESTION TEXT:
Question “Thank you for launching the ECLS survey about {CHILD}!
Here are some tips to keep in mind when completing the survey:
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible.
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use
your browser arrows.
• 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.
• To protect your privacy, you will be logged off if you are idle for 10 minutes.
• Some questions in the survey have additional information to help you, if needed. To view this additional
information, select the blue "i” icon.
• You may skip any questions that you do not want to answer.
Please click on the “Next” button below to start the survey.”

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Box 1
Round: Spring Kindergarten National

FIELD TEST STUDY SKIP: GO TO SECTION SSC (Social Skills and Approaches-to-Learning).
(NATIONAL STUDY SKIP: GO TO SECTION ARC (Academic Rating Scale).)

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

ARC

[Academic Rating Scale]

Sequence: 1

ARC001a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten; Shortened and reformatted for web.
DISPLAY INSTRUCTIONS:
DISPLAY “current” IN UNDERLINED TEXT.
DISPLAY “These examples do not exhaust all the ways the child may demonstrate what he/she knows or can
do.” IN BOLD TEXT.
QUESTION TEXT:
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.
•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/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 {CHILD} compared to other children of the same age level. Please consider the full range of ratings
when answering.
Please press the Next button to continue.”

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ARC001b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten; Shortened and reformatted for web.
DISPLAY INSTRUCTIONS:
DISPLAY “five-point scale” AND “Not yet” AND “Beginning” AND “In progress” AND “Intermediate” AND
“Proficient” AND “Not applicable or Skill not yet taught” AND “If {CHILD} has limited English proficiency or is
an English language learner” AND “If {CHILD} has a disability” IN BOLD TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, “has not been introduced”, “If {CHILD} has limited English
proficiency or is an English language learner” AND “If {CHILD} has a disability” IN UNDERLINED TEXT.
QUESTION TEXT:
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.

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 {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.
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.
Please press the Next button to continue.”

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ARC005a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall first grade ARS #1, child-level teacher questionnaire. Note that this item was not used in
kindergarten in prior cohorts.
DISPLAY INSTRUCTIONS:

DISPLAY “Contributes relevant information to classroom discussions” IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.

{CHILD}…
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.”
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: Has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: Is just beginning to demonstrate skill, knowledge, or behavior but does so very
inconsistently.

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HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in
level of competence.
HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and
average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005b
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
DISPLAY "Engages in higher-level thinking and reasoning during classroom discussions" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: Has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: Is just beginning to demonstrate skill, knowledge, or behavior but does so very
inconsistently.
HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in

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level of competence.
HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and
average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005c
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses correct endings on verbs and nouns when speaking" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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”).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005d
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses morphemes to figure out the meanings of words" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.

{CHILD}…
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.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC005e
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses morphemes to decode new words" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC005f
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #1, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses complex sentence structures" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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?"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC005g
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #2, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Understands and interprets a story or other text read to {him/her}" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: Has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: Is just beginning to demonstrate skill, knowledge, or behavior but does so very
inconsistently.
HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in
level of competence.
HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and
average competence but is not completely proficient.

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ARC005h
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #3, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Easily and quickly names all upper- and lower-case letters of the alphabet." IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.
{CHILD}…
Easily and quickly names all upper- and lower-case letters of the alphabet."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC005i
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #4, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Predicts what will happen next in stories" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Predicts what will happen next in stories by using the pictures and storyline for clues."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005j
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #5, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Reads simple books independently" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Reads simple books independently – for example, reads books with a repetitive language pattern."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005k
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #7, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates early writing behaviors" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC005l
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #8, child-level teacher questionnaire; not in ECLS-K.
DISPLAY INSTRUCTIONS:
DISPLAY "Composes simple stories" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.

{CHILD}…
Composes simple stories – for example, by writing about a personal experience in a journal."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT.
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: {CHILD} has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 1: Not yet: Has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: Is just beginning to demonstrate skill, knowledge, or behavior but does so very
inconsistently.
HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in
level of competence.

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HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and
average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC005m
Copyright: No
Round: Spring Kindergarten National
Source: New, adapted from Common Core Writing standards for kindergarten and first grade; informative/explanatory
text.
DISPLAY INSTRUCTIONS:

DISPLAY "Composes informative/explanatory text" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC005n
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #9, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates an understanding of some of the conventions of print" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC005o
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Finds meaningful units in words such as prefixes, suffixes, and base words." IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC005a-c, d-g, h-k, l-o ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC005a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC005 (ARC005a) IN SMALL BROWSERS. STARTING
WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY
“Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND
"{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #10, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses {his/her} senses to explore and observe" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6
DISPLAY “has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet: Has not yet demonstrated skill, knowledge, or behavior.
HELP FOR CODE 2: Beginning: Is just beginning to demonstrate skill, knowledge, or behavior but does so very
inconsistently.
HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in
level of competence.
HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and

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average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #11, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Forms explanations based on observations and explorations" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #12, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Classifies and compares living and non-living things in different ways" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010d
Copyright: No
Round: Spring Kindergarten National
Source: New, adapted from kindergarten Common Core standards (K.MD.A.2) and the Next Generation Science
Standards (K-PS2-1,K-LS1-1, K-PS3-1, K-PS3-2); content recommended by CRP; original designed for Math ARS but overlaps
with Next Generation Science Standards.
DISPLAY INSTRUCTIONS:
DISPLAY "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" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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inconsistently.
HELP FOR CODE 3: In progress: Demonstrates skill, knowledge, or behavior with some regularity but varies in
level of competence.
HELP FOR CODE 4: Intermediate: Demonstrates skill, knowledge, or behavior with increasing regularity and
average competence but is not completely proficient.
HELP FOR CODE 5: Proficient: Demonstrates skill, knowledge, or behavior competently and consistently.
HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010e
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #13, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Makes logical predictions when pursuing scientific investigations" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
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).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010f
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #14, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Communicates scientific information" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Communicates scientific information – for example, records or describes the properties of
common objects verbally or through drawings or graphs.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010g
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Shows curiosity about the world by asking how and why things happen" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010h
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Generates different strategies to solve a problem" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC010i
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Shows an understanding of cause and effect" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-c, d-f and g-i ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Next…SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-c) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.” AND “{CHILD}…” AT THE TOP OF THE
GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED
IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH AND DISPLAY
THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “SCIENCE” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR ALL GRIDS.
QUESTION TEXT:
Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder,
it will go faster.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC015a
Copyright: No
Round: Spring Kindergarten National
Source: New. Based on CRP discussion; also adapted from kindergarten Common Core standards (K.CC.A.2).
DISPLAY INSTRUCTIONS:
DISPLAY "Counts forward beginning from a given number within the known sequence, instead of having to
begin at 1" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC015b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 kindergarten ARS #19 (fall)/#11 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Orders a group of objects" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC015c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 kindergarten ARS item #20 (fall)/ #12 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Shows an understanding of the relationship between quantities" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC015d
Copyright: No
Round: Spring Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.CC.B.4a).
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates consistent understanding of one-to-one correspondence" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC015e
Copyright: No
Round: Spring Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.OA.A.4).
DISPLAY INSTRUCTIONS:
DISPLAY "For any number from 1 to 9, finds the number that makes 10 when added to the given number" and
"and records the answer with a drawing or equation" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC015f
Copyright: No
Round: Spring Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.NBT.A.1).
DISPLAY INSTRUCTIONS:
DISPLAY "Uses place value to compose and decompose numbers from 11 to 19 into tens and ones" and
"and records each composition or decomposition by a drawing or equation" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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)."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC015g
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 kindergarten ARS item #21 (fall)/ #13 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Solves problems involving numbers using concrete objects" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
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?”"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC015h
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 kindergarten ARS #22 (fall)/#14 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates an understanding of graphing activities" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

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ARC015i
Copyright: No
Round: Spring Kindergarten National
Source: New. Based on CRP discussion; Adapted from ECLS-K:2011 spring first grade ARS #23, child-level teacher
questionnaire.
DISPLAY INSTRUCTIONS:

DISPLAY "Measures length to the nearest whole number using common objects" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
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.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC015j
Copyright: No
Round: Spring Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.G.A.2).
DISPLAY INSTRUCTIONS:
DISPLAY "Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall
size." IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC015a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC015a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC015 (ARC015a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or
overall size."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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HELP FOR CODE 6: Not applicable or Skill not yet taught: Skill, knowledge, or behavior has not been
introduced in classroom setting.

Box 1
Round: Spring Kindergarten National

GO TO SECTION ELC (Early Language Skills).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

ELC

[Early Language Skills]

Sequence: 2

ELC005
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory (ALI). Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Question stem is new (focus on English
language), but incorporates wording from the ALI. Response options on original scale were 1=well below average, 2 =
somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "For this set of questions, select how often {CHILD} exhibits the following early English language
skills in school. Your best guess is fine.
Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”

CODES

Never

Rarely

Sometimes

Often

Very often

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ELC010
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Answers questions that are not just an explicit recall of facts but that require some higher-level
thinking.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC015
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Is a good listener in conversations with peers.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC020
Copyright: No
Round: Spring Kindergarten National
Source: New, based on CRP comments, and adapted from TROLL, Dickinson, D.K., Sprague, K., McCabe, A. (2003).
Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based
rating tool. The Reading Teacher, 56(6): 554-564.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses a varied vocabulary in spoken language.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC025
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Modified to match preschool parent;
“asked of him/her” deleted; original was “in a thoughtful logical way”. Response options on original scale were 1=well
below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well above
average.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Responds to questions in a thoughtful way that makes sense.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC030
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The grammatical
correctness of the sentences that this child typically uses is:”. The question wording was adapted to work with the
response options used. The original response options are “more than 1 year behind other children his or her age,” “6-12
months behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,”
and “more than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills
in school. Your best guess is fine.
Uses grammatically correct sentences when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC035
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has
heard.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC040
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
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”).”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC045
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Asks on-topic questions that are relevant to the discussion in the classroom.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC050
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
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.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC055
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills
in school. Your best guess is fine.

Is a good listener in conversations with adults.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC060
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Instructs peers in tasks which need to be done in a certain order.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 87 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC065
Copyright: No
Round: Spring Kindergarten National
Source: New, based on CRP comments.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses academic language learned in the classroom when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 88 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC070
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “This child's ability to use
language to initiate appropriate interactions with other children is:”. The question wording was adapted to work with
the response options used. The original response options are “more than 1 year behind other children his or her age,” “6
-12 months behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,”
and “more than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses language effectively to initiate appropriate interactions with other children.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 89 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC075
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Original: caregivers; “by teachers” deleted
to match preschool parent; “Will try” changed to “Tries” to match preschool parent. Response options on original scale
were 1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and
5=well above average.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Tries repeatedly to communicate information which has not been understood.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 90 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC080
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills
in school. Your best guess is fine.

Uses evidence from a text or word problem to support {his/her} answer.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 91 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC085
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
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.””
CODES

Never

Rarely

Sometimes

Often

Very often

Page 92 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC090
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses long sentences with descriptive language and connecting words in a grammatically
appropriate way when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 93 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC095
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Asks questions about information which is unclear to {him/her}.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 94 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC100
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “The child’s understanding
of spoken instructions and daily conversations is:”. The question wording was adapted to work with the response
options used. The original response options are “more than 1 year behind other children his or her age,” “6-12 months
behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,” and “more
than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Shows understanding of spoken instructions and daily conversations.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 95 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC105
Copyright: No
Round: Spring Kindergarten National
Source: New, based on CRP comments, and adapted from TROLL, Dickinson, D.K., Sprague, K., McCabe, A. (2003).
Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based
rating tool. The Reading Teacher, 56(6): 554-564.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills
in school. Your best guess is fine.
Tries out new words (for example, heard in stories or from teacher) when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 96 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC110
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “This child's ability to use
language to initiate appropriate interactions with adults is:”. The question wording was adapted to work with the
response options used. The original response options are “more than 1 year behind other children his or her age,” “6-12
months behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,”
and “more than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses language effectively to initiate appropriate interactions with adults.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 97 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC115
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Relates and communicates personal experiences in a logical way or “in a way that makes sense.””
CODES

Never

Rarely

Sometimes

Often

Very often

Page 98 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC120
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 99 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC125
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she}
wanted.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 100 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC130
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills
in school. Your best guess is fine.

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.””
CODES

Never

Rarely

Sometimes

Often

Very often

Page 101 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC135
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Maintains a conversation with others that has at least three conversational turns focused on a
single topic.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 102 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC140
Copyright: No
Round: Spring Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Actively contributes within a classroom discussion.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 103 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
2022-09-14 13:17

ELC145
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC005-ELC025, ELC030-ELC050, ELC055-ELC075, ELC080ELC100, ELC105-ELC125, AND ELC130-ELC145 ON SEPARATE SCREENS IN 6 GRIDS. DISPLAY “For this set of
questions, select how often {CHILD} exhibits the following early English language skills in school. Your best
guess is fine.” AT THE TOP OF THE FIRST GRID (ELC005-ELC025) IN LARGE BROWSERS AND ABOVE THE FIRST
QUESTION OF ELC (ELC005) IN SMALL BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS
AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE
BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Never

Rarely

Sometimes

Often

Very often

Page 104 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
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ELC200
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from Diamond (2019). Diamond A., Lee C., Senften P., Lam A., and Abbott, D. (2019) Randomized
control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PLOS ONE 14(9):
e0222447. https://doi.org/10.1371/journal.pone.0222447. Retrieved May 1, 2020. Original item asked teachers to rate all
children in their class on this scale. Instructions were adapted. Original scale used only through kindergarten and the
highest skill listed was “Write 2 or more consecutive full sentences composed by child with invented spelling with most
sounds represented.” Original item “Write simple 2-4 letter words with invented spelling on own” was changed to
“Write simple 2-4 letter words with invented spelling.” Original item “Write multi-syllabic words with intended spellings
with most sounds represented” was changed to “Write multi-syllabic words with invented spelling with most sounds
represented.”
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES ON ONE PAGE.
DISPLAY “ordered below from lowest to highest” AND “highest level” IN UNDERLINED TEXT.
QUESTION TEXT:
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)?”
InstResp “Select only one.”
CODES

Scribbling

Drawing a picture

Can copy {his/her} name

Can copy sentences from the board

Write {his/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

Page 105 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: ELC
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Box 1
Round: Spring Kindergarten National

ELSE GO TO ELC205.

ELC205
Copyright: No
Round: Spring Kindergarten National
Source: New, based on CRP comments.

QUESTION TEXT:
Question “How much does {CHILD} enjoy writing?”
CODES

Not at all

A little bit

Somewhat

Quite a bit

Very much

Box 2
Round: Spring Kindergarten National

GO TO SECTION SSC (Social Skills and Approaches-to-Learning).

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Section SSC: Social Skills and Approaches-to-Learning
Teachers rate children in their classrooms on social skills and problem behaviors (e.g., fighting, arguing,
anger, depression, low self-esteem, impulsiveness) and learning dispositions or “approaches to learning”
(e.g., curiosity, self-direction, organization, and persistence). The social skills and problem behaviors were
adapted from the Social Skills Rating Scale (SSRS) and the Social Skills Improvement System (SSIS) by
Gresham and Elliot (1990, 2008) and are published by NCS Pearson. The following items are copyright
protected and are not listed: SSC001, SSC002, SSC003, SSC004, SSC005, SSC007, SSC010, SSC011, SSC013,
SSC017, SSC018, SSC019, SSC020, SSC021, SSC022.
The approaches to learning items were created for the Early Childhood Longitudinal Study, Kindergarten
Class of 1998-99 (ECLS-K) by Atkins-Burnett. They are not copyright protected and, therefore, are listed
below.

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

SSC

Page 107 of 220

[Social Skills and Approaches-to-Learning]

Sequence: 3

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SSC
2022-09-14 13:17

SSC001
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #31; ECLS-K:2011; Shortened instruction for web. Deleted “We realize that
some items apply more to older children, but please answer as accurately as you can.” The Social Skills Rating System
(SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been
adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLSK.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.
”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:
BOLD “Never”, “Sometimes”, “Often”, “Very often”, AND “No opportunity to observe” IN HELP TEXT for
CODES 1-5.
HELP FOR CODE 1: Never: Never exhibits this behavior.
HELP FOR CODE 2: Sometimes: Exhibits this behavior occasionally or sometimes.
HELP FOR CODE 3: Often: Exhibits this behavior regularly but not all the time.
HELP FOR CODE 4: Very often: Exhibits this behavior most of the time.
HELP FOR CODE 5: No opportunity to observe: No opportunity to observe this behavior.

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SSC002
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS), #56; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

BOLD “Never”, “Sometimes”, “Often”, “Very often”, AND “No opportunity to observe” IN HELP TEXT for
CODES 1-5.
HELP FOR CODE 1: Never: Never exhibits this behavior.
HELP FOR CODE 2: Sometimes: Exhibits this behavior occasionally or sometimes.
HELP FOR CODE 3: Often: Exhibits this behavior regularly but not all the time.
HELP FOR CODE 4: Very often: Exhibits this behavior most of the time.
HELP FOR CODE 5: No opportunity to observe: No opportunity to observe this behavior.

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SSC003
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS), #64; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC004
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #43. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 111 of 220

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SSC005
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #37. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 112 of 220

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SSC006
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
Keeps belongings organized.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 113 of 220

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SSC007
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS), #68; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

Page 114 of 220

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SSC008
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Shows eagerness to learn new things.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 115 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SSC
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SSC009
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Works independently.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC010
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #47. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC011
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #41. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 118 of 220

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SSC012
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Easily adapts to changes in routines.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC013
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Rating System (SSRS), #46. SSIS internalizing problem behavior items replaced the internalizing
items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS. However, SSIS #74 is the same item as
the item from the SSRS used in the ECLS-K:2011; Original SSIS response categories (Never, Seldom, Often, Almost Always)
were changed to the ECLS-K:2011 response categories used for the Social Skills items. The Social Skills Rating System
(SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been
adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLSK.
DISPLAY INSTRUCTIONS:

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC014
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Persists in completing tasks.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC015
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
Pays attention well.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC016
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Follows classroom rules.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC017
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS), #61; This SSIS externalizing problem behavior item was added to the
externalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC018
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS) #69; This SSIS externalizing problem behavior item was added to the
externalizing items used the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC019
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS) #62; SSIS internalizing problem behavior items replaced the internalizing
items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response categories
(Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC020
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS) #70; SSIS internalizing problem behavior items replaced the internalizing
items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response categories
(Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC021
Copyright: Yes
Round: Spring Kindergarten National
Source: Social Skills Improvement System (SSIS), #76; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC001-SSC005, SSC006-SSC010, SSC011-SSC014, SSC015SSC018, SSC019-SSC022 ON SEPARATE SCREENS IN FIVE GRIDS. AT THE TOP OF THE FIRST GRID (SSC001SSC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF SSC (SSC001) IN SMALL BROWSERS,
DISPLAY “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE
BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior
during the past month or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP
OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC022
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 social skill item from the child-level teacher questionnaire; Item was not used in kindergarten in the
ECLS-K:2011, but was added in spring first grade (on-grade) child-level teacher questionnaire. It was combined with other
externalization items from the Social Skills Rating System (SSRS). The Social Skills Rating System (SSRS) was developed
by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with
permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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Box 1
Round: Spring Kindergarten National

GO TO SECTION BRC (Classroom Behavioral Regulation).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

BRC

[Classroom Behavioral Regulation]

Sequence: 4

BRC001
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.

QUESTION TEXT:
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.
Observes rules and follows directions without requiring repeated reminders.”

CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

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BRC002
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in
organized way.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC003
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.

QUESTION TEXT:
Question “Completes tasks successfully.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

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BRC004
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC005
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

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BRC006
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
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.
Responds to instructions and then begins an appropriate task without being reminded.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

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BRC007
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC008
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS BRC001-BRC005, BRC006-BRC010 ON SEPARATE SCREENS
IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Now we would like you to think about…described.” AT THE TOP
OF THE GRID.
QUESTION TEXT:
Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”
CODES

Never

Rarely

Sometimes

Frequently/Usually

Always

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BRC009
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

Never

Rarely

Sometimes

Frequently/Usually

Always

BRC010
Copyright: No, but other special handling
Round: Spring Kindergarten National
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.
DISPLAY INSTRUCTIONS:

Never

Rarely

Sometimes

Frequently/Usually

Always

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Box 1
Round: Spring Kindergarten National

GO TO SECTION CBC (Classroom Behaviors).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

CBC

[Classroom Behaviors]

Sequence: 5

CBC001
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.

QUESTION TEXT:
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.”
When practicing an activity, has a hard time keeping {her/his} mind on it.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

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CBC002
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

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CBC003
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

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CBC004
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 141 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: CBC
2022-09-14 13:17

CBC005
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
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.”
Is easily distracted when listening to a story.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 142 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: CBC
2022-09-14 13:17

CBC006
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 143 of 220

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2022-09-14 13:17

CBC007
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 144 of 220

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2022-09-14 13:17

CBC008
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 145 of 220

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2022-09-14 13:17

CBC009
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC001-CBC004, CBC005-CBC008, CBC009-CBC012 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
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.”
Has trouble sitting still when {he/she} is told to (story time, etc.).”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 146 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: CBC
2022-09-14 13:17

CBC010
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 147 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: CBC
2022-09-14 13:17

CBC011
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 148 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: CBC
2022-09-14 13:17

CBC012
Copyright: Yes
Round: Spring Kindergarten National
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; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Box 1
Round: Spring Kindergarten National

GO TO SECTION STC (Student Teacher Relationship).

Page 149 of 220

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2022-09-14 13:17

Section STC: Student Teacher Relationship
Teachers rate 15 items from the Student-Teacher Relationship Scale (STRS) to measure the teacher’s
perception of the closeness and conflict in his/her relationship with the student. The items from the STRS
are not listed because the scale is copyright protected.

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

STC

[Student Teacher Relationship]

Sequence: 6

STC001
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.; Same as ECLS-K:2011, spring kindergarten (use the Pianta Stuhlman
reference).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. DISPLAY “Now we would…with {him/her}.” AT THE TOP OF THE FIRST
GRID (STC001-STC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF STC (STC001) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select the category that most applies to your relationship with {CHILD}.” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.

QUESTION TEXT:
Question “Now we would like to ask about your relationship with {CHILD}. Below is a series of statements
about your relationship with {him/her}. For each statement, please select the category that most applies to
your relationship with {him/her}.
”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 150 of 220

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STC002
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS STC001-STC005, STC006-STC010, AND STC011-STC015 ON
SEPARATE SCREENS IN THREE GRIDS. DISPLAY “Now we would…with {him/her}.” AT THE TOP OF THE FIRST
GRID (STC001-STC005) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF STC (STC001) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select the category that most applies to your relationship with {CHILD}.” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS.
QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 151 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC003
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 152 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC004
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 153 of 220

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STC005
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 154 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC006
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 155 of 220

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STC007
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 156 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC008
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 157 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC009
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 158 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
2022-09-14 13:17

STC010
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 159 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
2022-09-14 13:17

STC011
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 160 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
2022-09-14 13:17

STC012
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 161 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC013
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 162 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC014
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 163 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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STC015
Copyright: Yes
Round: Spring Kindergarten National
Source: Pianta, R. C., and Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Box 1
Round: Spring Kindergarten National

GO TO SECTION SLC (School Liking and Avoidance).

Page 164 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: STC
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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

SLC

[School Liking and Avoidance]

Sequence: 7

SLC001
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in the child-level teacher questionnaire in the ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC001-SLC004 AND SLC005-SLC007 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”

QUESTION TEXT:
Question “Please indicate how often each of these items applies to {CHILD}.
Likes to come to school.”

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 165 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SLC
2022-09-14 13:17

SLC002
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC001-SLC004 AND SLC005-SLC007 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “Dislikes school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 166 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SLC
2022-09-14 13:17

SLC003
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 167 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SLC
2022-09-14 13:17

SLC004
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Page 168 of 220

Early Childhood Longitudinal Study Teacher Survey (Child-level) Spring K Form TQCSK :: SLC
2022-09-14 13:17

SLC005
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC001-SLC004 AND SLC005-SLC007 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}.

Seems unhappy in school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC006
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC007
Copyright: No, but other special handling
Round: Spring Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Spring Kindergarten National

FIELD TEST STUDY SKIP: GO TO SECTION PRC (Peer Relationships).
(NATIONAL STUDY SKIP: GO TO SECTION SPC (Strategic Planning).)

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Section SPC: Strategic Planning
Teachers rate 10 items that were adapted from the Learning-to-Learn Scales (McDermott 2018) to
measure strategic planning. The items from this scale are not listed because the scale is copyright
protected.

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

SPC

[Strategic Planning]

Sequence: 8

SPC001
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169;
Instruction modified. Original instruction: “Please read the statements below to describe the child’s behaviors observed
across the past month.”
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.

QUESTION TEXT:
Question “Please read the statements below and indicate how often each applies to {CHILD}’s behaviors
observed across the past month.

”

CODES

Does not apply

Sometimes applies

Consistently applies

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SPC002
Copyright: No
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “
”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC003
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Does not apply

Sometimes applies

Consistently applies

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SPC004
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “
”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC005
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

”

CODES

Does not apply

Sometimes applies

Consistently applies

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SPC006
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please read the statements below and indicate how often each applies to {CHILD}’s
behaviors observed across the past month.

”
CODES

Does not apply

Sometimes applies

Consistently applies

SPC007
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:

”

CODES

Does not apply

Sometimes applies

Consistently applies

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SPC008
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Does not apply

Sometimes applies

Consistently applies

SPC009
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “
”
CODES

Does not apply

Sometimes applies

Consistently applies

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SPC010
Copyright: Yes
Round: Spring Kindergarten National
Source: Learning-to-Learn scales (McDermott 2011). McDermott, P.A., Fantuzzo, J.W., Warley, H.P. Waterman, C.,
Angelo, L.E., Sekino, S., and Gadsden, V.L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’
stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71(1): 148-169.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SPC001-SPC005 AND SPC006-SPC010 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please read….month.” AT THE TOP OF THE GRID.
UNDERLINE “across the past month” IN THE QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Does not apply

Sometimes applies

Consistently applies

Box 1
Round: Spring Kindergarten National

GO TO SECTION PRC (Peer Relationships).

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Section PRC: Peer Relationships
Teachers rate 9 items from the Child Behavior Scale (Ladd 2010) to measure peer relationships. The items
from this scale are not listed because the scale is copyright protected.

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

PRC

[Peer Relationships]

Sequence: 9

PRC001
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC001-PRC005 AND PRC006-PRC009 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”

QUESTION TEXT:
Question “Please indicate how often each of these items applies to {CHILD}, particularly in the context of
{his/her} behavior with peers.
"
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC002
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC001-PRC005 AND PRC006-PRC009 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC003
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC004
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC005
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC001-PRC005 AND PRC006-PRC009 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply" AND DISPLAY "Seldom displays this behavior" WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply”.
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC006
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

"
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC007
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC008
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC009
Copyright: Yes
Round: Spring Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Spring Kindergarten National

GO TO SECTION SIC (Student Information).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Spring K - Form TQCSK
Section

SIC

[Student Information]

Sequence: 10

SIC001
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information Q1)
DISPLAY INSTRUCTIONS:
DISPLAY THE INSTRUCTION TO RESPONDENT IN A BULLETED LIST WITH THIS SENTENCE “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.” FOLLOWED BY TWO
BULLETS THAT ARE SLIGHTLY INDENTED FOR READABILITY. THE FIRST BULLET SHOULD INCLUDE “A
transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different
from preschool, Head Start, and prekindergarten.” THE SECOND BULLET SHOULD INCLUDE “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.”
QUESTION TEXT:
Question “In which grade is {CHILD} enrolled?"
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.”

CODES

Kindergarten (Full-day program)

Kindergarten (Part-day program)

First grade or higher

This is an ungraded classroom

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.

Box 1
Round: Spring Kindergarten National

IF ONE OF THE CODES IN QUESTION SIC001 = 3 OR 4, GO TO SIC003. ELSE GO TO SIC002.

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SIC002
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information Q2) (Updated
for ECLS-K:2024, ‘Third year in kindergarten’ response option added.).
DISPLAY INSTRUCTIONS:

DISPLAY THE INSTRUCTION TO RESPONDENT IN A BULLETED LIST WITH THIS SENTENCE “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.” FOLLOWED BY TWO
BULLETS THAT ARE SLIGHTLY INDENTED FOR READABILITY. THE FIRST BULLET SHOULD INCLUDE “A
transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different
from preschool, Head Start, and prekindergarten.” THE SECOND BULLET SHOULD INCLUDE “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.”
QUESTION TEXT:
Question “Is the 2022-23 school year {CHILD}’s …?”

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.”
CODES

First year in kindergarten

Second year in kindergarten

Third year or more in kindergarten

PROGRAMMER INSTRUCTIONS:

USE TEACHER SURVEY PROBE.

SIC003
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Questionnaire (Student Information Q2).

QUESTION TEXT:
Question “How long has {CHILD} been in your classroom this school year?"
CODES

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

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SIC004
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information, Q3).

QUESTION TEXT:
Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”
CODES

Never

Seldom

Usually

Always

SIC005
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from ECLS-K:2011 Spring 2016 Reading Teacher Questionnaire Child-level Survey (D3) (Replaced
‘reading/language arts class’ with ‘your class’).

QUESTION TEXT:
Question “Please indicate the total number of times {CHILD} has been absent from your class during the
current school year?”
CODES

No absences

1 to 4 absences

5 to 7 absences

8 to 10 absences

11 to 19 absences

20 or more absences

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SIC006
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring First Grade Teacher Child-level Survey (below grade) (Student Information Q4).

QUESTION TEXT:
Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”

InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'”
CODES

Yes

SIC008

Not applicable

SIC008

PROGRAMMER INSTRUCTIONS:
SK skips to SIC008.

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SIC007
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q5)
(Separated ‘Emotional/family Problems’ response choice into two response choices as follows, ‘Emotional problems’ and
‘Family problems’).
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY "(Please specify on next screen.)” FOR
SMALL BROWSERS.
QUESTION TEXT:
Question “Why has {CHILD} fallen behind in school work?”
InstResp “Select all that apply.”
CODES

Code All That Apply

A health problem

A disciplinary problem

Lack of effort

Disorganized

Lacks prerequisite skills

Frequent absences

Emotional problems

Family problems

Some other reason {(Please specify):/(Please
specify on next screen.)}

Box 2
Round: Spring Kindergarten National

IF ONE OF THE CODES IN QUESTION SIC007 = 91, GO TO QUESTION SIC007OS. ELSE GO TO SIC008.

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SIC007OS
Copyright: No
Round: Spring Kindergarten National

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
ENTER TEXT

Length

100

SIC008
Copyright: No
Round: Spring Kindergarten National
Source: New item created by Westat.

QUESTION TEXT:
Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for
discipline as a result of misbehavior?”
ENTER NUMBER

Range

0 to 1000

Soft Range

0 to 19

PROGRAMMER INSTRUCTIONS:
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT ITEM
SIC008}. Please confirm. If this is correct, select Next to continue."

Page 192 of 220

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SIC009
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q6) (Previously
formatted as yes or no on each row)

QUESTION TEXT:
Question “During this school year, has {CHILD} received instruction in the following types of programs in your
school?”
InstResp “Select all that apply.”
CODES

Individual tutoring remedial program in
reading/language arts

Individual tutoring remedial program in
mathematics

Pull-out (that is, out of classroom) small group
remedial program in reading/language arts

Pull-out (that is, out of classroom) small group
remedial program in mathematics

Gifted and talented program in reading/language
arts

Gifted and talented program in mathematics

None of the above

PROGRAMMER INSTRUCTIONS:
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 7, DISPLAY HARD ERROR CHECK
MESSAGE, “You selected “None of the above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue."
HELP FOR CODE 5: Gifted and talented programs include enrichment and accelerated program.
HELP FOR CODE 6: Gifted and talented programs include enrichment and accelerated program.

Page 193 of 220

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SIC010a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC010a-c ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
DISPLAY “in your school “ IN UNDERLINED TEXT.
DISPLAY “outside of the regular school day “ IN UNDERLINED TEXT.
QUESTION TEXT:
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?

Instruction or services before school”
CODES

Yes

Not offered

Don’t know

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SIC010b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC010a-c ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
DISPLAY “in your school “ IN UNDERLINED TEXT.
DISPLAY “outside of the regular school day “ IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Instruction or services after school”
CODES

Yes

Not offered

Don’t know

SIC010c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q7).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC010a-c ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
DISPLAY “in your school“ IN UNDERLINED TEXT.
DISPLAY “outside of the regular school day“ IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Instruction or services on weekends”
CODES

Yes

Not offered

Don’t know

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SIC011
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q8).

QUESTION TEXT:
Question “Is English {CHILD}’s native language?”
CODES

Yes

Don’t know

SIC017

PROGRAMMER INSTRUCTIONS:
SK AND DON’T KNOW GO TO NEXT QUESTION (SIC012)

SIC012
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q9).

QUESTION TEXT:
Question “Does {CHILD} participate in an instructional program designed to teach English language skills to
children with limited English proficiency?”
CODES

Yes

SIC017

PROGRAMMER INSTRUCTIONS:

SK SKIPS TO SIC017

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SIC013
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D7).
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
DISPLAY “solely in English” IN UNDERLINED TEXT
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY "(Please specify on next screen.)” FOR
SMALL BROWSERS.
QUESTION TEXT:
Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?”
CODES

Program that focuses on developing students'
literacy in two languages

Program that focuses on developing students'
literacy solely in English

No specialized language program is provided to
this child

Other program {(Please specify):/(Please specify
on next screen.)}

SIC016

PROGRAMMER INSTRUCTIONS:
SK SKIPS TO SIC016.
DISPLAY CODE 91 BEFORE CODE 3.
HELP FOR CODE 1: For example:
•Two-way immersion program or two-way bilingual program
•Developmental bilingual program, late exit transitional program, or maintenance bilingual program
•Transitional program, early exit bilingual program, or early exit transitional program
•Heritage language program or indigenous language program
HELP FOR CODE 2: For example:
•Sheltered English instruction or content-based English as a Second Language (ESL) program
•Structured English Immersion (SEI)
•Pull-out English as a Second Language (ESL) or English Language Development (ELD)
•Push-in ESL program

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Box 3
Round: Spring Kindergarten National

IF SIC013 = 91, GO TO QUESTION SIC013OS.

SIC013OS
Copyright: No
Round: Spring Kindergarten National

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.

ENTER TEXT

Length

Page 198 of 220

100

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SIC014a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8a).
DISPLAY INSTRUCTIONS:
DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC014a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “How often does {CHILD} usually receive specialized language instruction of the following program
types?
Program that focuses on developing students’ literacy in two languages”
CODES

Not applicable/Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

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SIC014b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8b).
DISPLAY INSTRUCTIONS:
DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC014a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “Program that focuses on developing students’ literacy solely in English”
CODES

Not applicable/Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

Page 200 of 220

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SIC014c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher Child-level Survey (D8c).
DISPLAY INSTRUCTIONS:
DISPLAY “often” IN UNDERLINE TEXT.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC014a-c ON THE SAME SCREEN IN A GRID. DISPLAY “How
often does {CHILD} usually receive specialized language instruction of the following program types?” AT THE
TOP OF THE GRID. IF SIC013 = 91 AND TYPED RESPONSE IN SIC013OS IS NOT BLANK, DISPLAY “Other program
you specified: {SIC013OS}”; ELSE DISPLAY “Other program” IN THE QUESTION TEXT.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “{Other program you specified: {SIC013OS}/Other program}"
CODES

Not applicable/Never

Less than once a week

1 day a week

2 days a week

3 days a week

4 days a week

5 days a week or more

Page 201 of 220

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SIC015a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D9a).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC015a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “On the days when {CHILD} receives specialized language instruction, for how much time does
{he/she} receive instruction of the following program types?
Program that focuses on developing students’ literacy in two languages”
CODES

Not applicable/Never

Less than ½ hour

½ hour to less than 1 hour

1 to less than 1 ½ hours

1 ½ to less than 2 hours

2 to less than 2 ½ hours

2 ½ to less than 3 hours

3 hours or more

Page 202 of 220

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SIC015b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D9b).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC015a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “Program that focuses on developing students’ literacy solely in English”
CODES

Not applicable/Never

Less than ½ hour

½ hour to less than 1 hour

1 to less than 1 ½ hours

1 ½ to less than 2 hours

2 to less than 2 ½ hours

2 ½ to less than 3 hours

3 hours or more

Page 203 of 220

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SIC015c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D9c).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC015a-c ON THE SAME SCREEN IN A GRID. DISPLAY “On
the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive
instruction of the following program types?” AT THE TOP OF THE GRID. IF SIC013 = 91 AND TYPED RESPONSE
IN SIC013OS IS NOT BLANK, DISPLAY “Other program you specified: {SIC013OS}”; ELSE DISPLAY “Other
program” IN THE QUESTION TEXT.
DISPLAY FOR CODE 1: WHEN ITEMS ARE DISPLAYED IN A GRID, “Not Applicable/Never” SHOULD WRAP SO
THAT “Never” APPEARS ON A SEPARATE LINE.
QUESTION TEXT:
Question “{Other program you specified: {SIC013OS}/Other program}"
CODES

Not applicable/Never

Less than ½ hour

½ hour to less than 1 hour

1 to less than 1 ½ hours

1 ½ to less than 2 hours

2 to less than 2 ½ hours

2 ½ to less than 3 hours

3 hours or more

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SIC016
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (D10) (replaced ‘reading
instruction’ with ‘academic instruction’).
DISPLAY INSTRUCTIONS:

DISPLAY “academic instruction “ IN UNDERLINED TEXT
QUESTION TEXT:
Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native
language?”
CODES

None of the time

Less than half of the time

Half of the time

More than half of the time

Almost all the time

SIC017
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q13)
(Rephrased question, dropping the phrase ‘on record with the school’ from the end of the question.).

QUESTION TEXT:
Question “Does {CHILD} have an IEP/IFSP?”
CODES

Yes

PROGRAMMER INSTRUCTIONS:
HELP FOR STEM: Individualized Education Program (IEP): A written statement of the educational program
designed to meet the individual needs of a school-aged child with a disability that is judged to affect the
child’s educational performance. Children who receive special education services under the Individuals with
Disabilities Education Act (IDEA) are expected to have an IEP or an IFSP.
HELP FOR STEM: Individual Family Service Place (IFSP): A plan developed to support children and families
involved in early intervention (birth to age 3).

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SIC018
Copyright: No
Round: Spring Kindergarten National
Source: New item created by Westat.

QUESTION TEXT:
Question “Does {CHILD} have a 504 plan?”
CODES

Yes

PROGRAMMER INSTRUCTIONS:
HELP CODE FOR STEM2: 504 Plan: A written plan to provide appropriate services to a child with a disability,
whether or not the disability is judged to affect the child’s educational performance. Speech therapy services
may often be specified as part of a Section 504 plan.

SIC019
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q14); Restructured
as a “select all that apply” rather than yes/no for each type of program.

QUESTION TEXT:
Question “Does {CHILD} receive instruction in any of the following types of programs in your school?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Speech-language therapy for children with
speech or language disorders/impairments

Special education services, not including speech
therapy, whether provided in the classroom or in
a pull-out setting

None of the above

PROGRAMMER INSTRUCTIONS:
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 3, DISPLAY HARD ERROR CHECK
MESSAGE, “You selected “None of the above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.

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SIC020
Copyright: No
Round: Spring Kindergarten National
Source: New item created by Westat based on support services identified in the U.S. Department of Education PreElementary Education Longitudinal Study (PEELS).
DISPLAY INSTRUCTIONS:

DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY "(Please specify on next screen.)” FOR
SMALL BROWSERS.
QUESTION TEXT:
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)?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Social work services

Mental health services (for example,
personal/group counseling, therapy, or
psychiatric care)

Behavior management program

Service coordination/case management services

Training/counseling for their family and/or
caregivers

None of the above

Other {(Please specify):/(Please specify on next
screen.)}

PROGRAMMER INSTRUCTIONS:

IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 6, DISPLAY HARD ERROR CHECK
MESSAGE, “You selected “None of the above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.

Box 4
Round: Spring Kindergarten National

IF ONE OF THE CODES IN QUESTION SIC020 = 91, GO TO QUESTION SIC020OS. ELSE GO TO SIC021.

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SIC020OS
Copyright: No
Round: Spring Kindergarten National

DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
ENTER TEXT

100

Length

SIC021
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q15).

QUESTION TEXT:
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?”
CODES

Yes

Don’t know

Child does not participate in the school’s testing
or assessment program

There is no testing or assessment program at this
grade level

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SIC022a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q16).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC022a and SIC022b ON THE SAME SCREEN IN A GRID.
DISPLAY “structured” IN UNDERLINED TEXT
QUESTION TEXT:
Question “During structured play time, how does {CHILD} compare with other children in the class in terms of
physical activity?”
CODES

A lot less active than most

A little less active than most

About the same as most

A little more active than most

A lot more active than most

SIC022b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q17).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY SIC022a and SIC022b ON SAME SCREEN IN A GRID.
DISPLAY “unstructured” IN UNDERLINED TEXT
QUESTION TEXT:
Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms
of physical activity?”
CODES

A lot less active than most

A little less active than most

About the same as most

A little more active than most

A lot more active than most

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SIC023a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
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?
Reading”
CODES

Below grade level

About on grade level

Above grade level

SIC023b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Writing”
CODES

Below grade level

About on grade level

Above grade level

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SIC023c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Oral language”
CODES

Below grade level

About on grade level

Above grade level

SIC023d
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Math”
CODES

Below grade level

About on grade level

Above grade level

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SIC023e
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Science”
CODES

Below grade level

About on grade level

Above grade level

SIC023f
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey blended with Spring 2016 Reading teacher
questionnaire. (Student Information Q18) (Adapted ECLS-K:2011 Spring K response scale to match Spring 2016 Reading
Teacher questionnaire response scale; Used academic skills listed in Spring 2016 and added Math and Science from
Spring Kindergarten.).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC023a-f ON SAME SCREEN IN A GRID. DISPLAY “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?” AT THE TOP OF THE GRID.
QUESTION TEXT:
Question “Social studies”
CODES

Below grade level

About on grade level

Above grade level

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SIC024
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (D16).
DISPLAY INSTRUCTIONS:
DISPLAY “reading” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in reading do you currently
have in {CHILD}'s class?”
CODES

I do not use instructional groups for reading

Two

Three

Four

Five or more

SIC026

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
DK AND REF SKIP TO SIC026.

SIC025
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (Student Information, D17).

QUESTION TEXT:
Question “In which reading instructional group is {CHILD} currently placed?”

InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group
below.”
ENTER NUMBER

Range

1 to 10

Soft Range

1 to 5

PROGRAMMER INSTRUCTIONS:
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT
SIC025}, but reported only {DISPLAY RESPONSE AT SIC024} instructional groups . Please change the answer
on this screen or hit the "Back" button below (not the back arrow in your browser) to correct the previous
answer. Otherwise, select Next to continue."

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SIC026
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A9).
DISPLAY INSTRUCTIONS:
DISPLAY “mathematics” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in mathematics do you
currently have in {CHILD}'s class?”
CODES

I do not use instructional groups for mathematics

Two

Three

Four

Five or more

SIC028a

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
DK AND REF SKIP TO SIC028a.

SIC027
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A10).

QUESTION TEXT:
Question “In which mathematics instructional group is {CHILD} currently placed?”

InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group
below.”
ENTER NUMBER

Range

1 to 10

Soft Range

1 to 5

PROGRAMMER INSTRUCTIONS:
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT
SIC027}, but reported only {DISPLAY RESPONSE AT SIC026} instructional groups . Please change the answer
on this screen or hit the "Back" button below (not the back arrow in your browser) to correct the previous
answer. Otherwise, select Next to continue."

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SIC028a
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC028a-e ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, have {CHILD}’s parents/guardians participated in the following activities?” AT THE TOP OF
THE GRID.
QUESTION TEXT:
Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities?
Attended regularly-scheduled conferences at your school”
CODES

Yes

Not applicable/Not offered

SIC028b
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC028a-e ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, have {CHILD}’s parents/guardians participated in the following activities?” AT THE TOP OF
THE GRID.
QUESTION TEXT:
Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}’s progress”
CODES

Yes

Not applicable/Not offered

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SIC028c
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC028a-e ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, have {CHILD}’s parents/guardians participated in the following activities?” AT THE TOP OF
THE GRID.
QUESTION TEXT:
Question “Returned your telephone calls or emails”
CODES

Yes

Not applicable/Not offered

SIC028d
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC028a-e ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, have {CHILD}’s parents/guardians participated in the following activities?” AT THE TOP OF
THE GRID.

QUESTION TEXT:
Question “Initiated contact with you”
CODES

Yes

Not applicable/Not offered

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SIC028e
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q24).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SIC028a-e ON SAME SCREEN IN A GRID. DISPLAY “During
this school year, have {CHILD}’s parents/guardians participated in the following activities?” AT THE TOP OF
THE GRID.
QUESTION TEXT:
Question “Volunteered to help you in your classroom or school”
CODES

Yes

Not applicable/Not offered

SIC029
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information Q25); Added “Overly
involved.”.

QUESTION TEXT:
Question “How involved at the school would you say {CHILD}’s parents/guardians are?"
CODES

Not involved at all

Somewhat involved

Very involved

Overly involved

Don’t know

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SIC031
Copyright: No
Round: Spring Kindergarten National
Source: Adapted from the ECLS-K:2011 Spring Kindergarten Classroom Teacher Child-level Survey (Student Information
Q27) by eliminating the gate question and making it a select all that apply.

QUESTION TEXT:
Question “During this school year, besides regular teacher conferences, have you communicated with
{CHILD}’s parents/guardians for any of the following purposes?”
InstResp “Select all that apply.”
CODES

Code All That Apply

Behavior problems the child was having in school

Any problems the child was having with school
work

Anything the child was doing particularly well in
or better in at school

None of the above

PROGRAMMER INSTRUCTIONS:

IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 4, DISPLAY HARD ERROR CHECK
MESSAGE, “You selected “None of the above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.

SIC032
Copyright: No
Round: Spring Kindergarten National
Source: ECLS-K:2011 Third Grade Classroom Teacher, Child-level Questionnaire (Q E22).

QUESTION TEXT:
Question “Are you {CHILD}’s primary teacher in the following subject areas?”
InstResp “Select all that apply.”

CODES

Code All That Apply

Reading/Language Arts

Mathematics

Science

Social Studies

PROGRAMMER INSTRUCTIONS:
HELP TEXT FOR STEM: 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 {CHILD}, please report
that you are {his/her} primary teacher for that subject area.

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SIC033
Copyright: No
Round: Spring Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY “NOTE: This survey contains copyrighted material that was adapted and used with permission. Do
not use or reproduce without permission.” IN BOLD TEXT.
DISPLAY “Social Skills Rating System (SSRS)” AND “Social Skills Improvement System (SSIS)” IN ITALICS.
DISPLAY “Child Behavior Rating Scale” IN ITALICS.
DISPLAY “Journal of Personality Assessment, 87” and “Child Development, 72” IN ITALICS.
DISPLAY “School Psychology Review, 33” IN ITALICS.
DISPLAY “School Liking and Avoidance Questionnaire” IN ITALICS.
DISPLAY “Child Behavior Scale” IN ITALICS.
QUESTION TEXT:
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.
NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or
reproduce without permission.
• 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.
• 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.
• 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.
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years
of school. School Psychology Review, 33(3), 444-458. Used with permission.
• School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with
permission.
• Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission.”

PROGRAMMER INSTRUCTIONS:
INCLUDE FINISH BUTTON THAT ROUTES BACK TO MANAGEMENT SYSTEM TEACHER LANDING PAGE.

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Box 5
Round: Spring Kindergarten National

CASE WITH COMPLETED TEACHER SURVEY SHOULD ROUTE BACK TO MANAGEMENT SYSTEM SO THAT THE
TEACHER MAY SELECT ANOTHER CHILD SURVEY ASSIGNED TO HIM/HER, IF APPLICABLE.

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File Type	application/pdf
Author	Nancy Vaden-Kiernan
File Modified	2022-10-04
File Created	2022-09-16