Att D-6 Sp 1 Spec Ed 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-6 Sp 1 Spec Ed 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⚠️ Notice: This form may be outdated.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 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment

OMB# 1850-0750 v.26

Attachment D-6
Spring First-Grade Special Education
Child-Level
Teacher Web Survey
National Center for Education Statistics
U.S. Department of Education

October 2022
Note: Some items in this survey are copyright protected and as
such are redacted in public review copies.

Early Childhood Longitudinal Study Special Education
Teacher Survey (Child Level) - Spring 1 - Form SPB1
Section

SPB

Sequence: 0

Grid Spec
|(all sections)

Round: Spring First-Grade 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 First-Grade 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: 4, 5, 6, 20a, 20b, 28, 31

Soft Edit
|(all sections)

Round: Spring First-Grade 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 PROGRAMMER 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 First-Grade National

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 First-Grade 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 First-Grade National

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.”

0
Copyright: No
Round: Spring First-Grade 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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1b
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 1
NOTE: SOURCES THROUGHOUT THE SURVEY WERE BASED ON THE FIRST TIME AN ITEM APPEARED IN THE ECLS-K:2011
UNLESS AN IMPROVED VERSION OF THE ITEM WAS USED FROM AN LATER ROUND. IF AN IMPROVED VERSION OF AN
ITEM WAS USED FROM A LATER ROUND OF THE ECLS-K:2011, THAT ROUND WAS CITED INSTEAD.

QUESTION TEXT:
Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such
services during this school year?”
InstResp “Throughout the survey, click the blue “i” icon for more information about an item."
CODES

Yes

PROGRAMMER INSTRUCTIONS:

USE TEACHER SURVEY PROBE AFTER EMPTY.
DISPLAY “IEP” IN BOLD THE FIRST TIME IT APPEARS IN HELP TEXT.
HELP FOR STEM: IEP: An IEP is an individualized education program.

2
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 2

QUESTION TEXT:
Question “Is {CHILD} currently receiving special education services through an IEP due to a disability, or has
{CHILD} received such services during this school year?”
CODES

Yes

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE AFTER EMPTY. IF THE ANSWER IS REFUSED OR DON’T KNOW, SKIP TO
QUESTION 33.
DISPLAY “IEP” IN BOLD THE FIRST TIME IT APPEARS IN HELP TEXT.
HELP FOR STEM: IEP: An IEP is an individualized education program.

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3a
Copyright: No
Round: Spring First-Grade National
Source: Adapted from ECLS-K:2011 Spring Kindergarten questionnaire, item 3 to make the item ‘select all that apply’
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 “In what capacity or capacities do you currently teach or provide services to {CHILD}?”
InstResp “Select all that apply.”
CODES

Provide instruction directly to {CHILD}

Provide related services directly to {CHILD}

Provide consultation services directly to {CHILD}

Provide indirect consultation services (for
example, consultation to {CHILD}’s teacher)

Provide case management

None of the above

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

PROGRAMMER INSTRUCTIONS:

Box 1
Round: Spring First-Grade National

IF ONE OF THE CODES IN QUESTION 3a IS 91, GO TO QUESTION 3aOS. ELSE GO TO 3b.

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3aos
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring First-Grade questionnaire, item 3
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
ENTER TEXT

Length

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100

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3b
Copyright: No
Round: Spring First-Grade National
Source: New
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
IN STEM, UNDERLINE ‘CURRENT SCHOOL YEAR.’
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY "(Please specify on next screen.)” FOR
SMALL BROWSERS.
QUESTION TEXT:
Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or
distance learning in the current school year?”
InstResp “Select all that apply.”
CODES

Provide virtual instruction directly to {CHILD}

Provide virtual related services directly to {CHILD}

Provide virtual consultation services directly to
{CHILD}

Provide virtual indirect consultation services (for
example, consultation to {CHILD}’s teacher,
preperation of accessible materials)

Provide virtual case management

None of the above

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

PROGRAMMER INSTRUCTIONS:

DISPLAY CODE 91 ABOVE CODE 6.
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.
USE TEACHER SURVEY PROBE AFTER EMPTY.
HELP FOR STEM: Distance or virtual learning is a method of instruction where teachers or services providers
and students do not meet in a classroom but use the Internet, e-mail, mail, etc., to have classes.

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Box 2
Round: Spring First-Grade National

IF ONE OF THE CODES IN QUESTION 3B IS 91, GO TO QUESTION 3BOS. ELSE GO TO 4.

3bos
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 3
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.

ENTER TEXT

Length

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100

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4
Copyright: No
Round: Spring First-Grade National
Source: Adapted from ECLS-K:2011 Spring Second-Grade questionnaire, item 4a, to add transitional kindergarten
DISPLAY INSTRUCTIONS:
DISPLAY “determined eligible” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “When was {CHILD} first determined eligible for special education or related services?”
SaVisible “True”
CODES

Before kindergarten

During transitional kindergarten

During kindergarten

During transitional first grade

During first grade

During second grade
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY DON'T KNOW OPTION (SaVisible "True").
BOLD “Transitional Kindergarten” AND “Transitional First Grade” IN HELP TEXT.
HELP FOR STEM: Transitional Kindergarten: A transitional kindergarten (TK) program is an extra year of
school before kindergarten starts. It is different from preschool, Head Start, or prekindergarten. TK may be
for children who are too young to start kindergarten or need more time to be ready for kindergarten. Schools
have different names for these programs (for example, early transitional kindergarten (ETK), readiness
kindergarten, or a kindergarten equivalent in a classroom without grades or one with multiple grades), but all
are types of kindergarten. The program may be in a public or private school, or an early childhood setting
such as a nursery school, early childhood learning center, or day care center. It may be a full- or part-day
program and have regular and/or special education.
Transitional First Grade: Transitional first (or pre-first) grade is a school program between kindergarten and
first grade. The name of this program may vary by school (for example, a K-1 class or placement). It is for
children who have attended kindergarten, but need more time to be ready for the first grade. Children in this
program may be part of a regular first-grade classroom or in a separate classroom.

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5
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Fifth-Grade, item 5

QUESTION TEXT:
Question “Is this the first school year that {CHILD} has been receiving special education services?”

SaVisible “True”
CODES

Yes

DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR 1 (Yes) AND SK AND DON’T KNOW SKIP TO 10.
DISPLAY DON'T KNOW OPTION (SaVisible "True").

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6
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 4b

QUESTION TEXT:
Question “When did {CHILD} first start receiving special education or related services?”

SaVisible “True”
CODES

Before kindergarten

During transitional kindergarten

During kindergarten

During transitional first grade

During first grade

During second grade

DON'T KNOW
PROGRAMMER INSTRUCTIONS:

DISPLAY DON'T KNOW OPTION (SaVisible "True").
BOLD “Transitional Kindergarten” and "Transitional First Grade" IN HELP TEXT.
HELP FOR STEM: Transitional Kindergarten: A transitional kindergarten (TK) program is an extra year of
school before kindergarten starts. It is different from preschool, Head Start, or prekindergarten. TK may be
for children who are too young to start kindergarten or need more time to be ready for kindergarten. Schools
have different names for these programs (for example , early transitional kindergarten (ETK), readiness
kindergarten, or a kindergarten equivalent in a classroom without grades or one with multiple grades), but all
are types of kindergarten. The program may be in a public or private school, or an early childhood setting
such as a nursery school, early childhood learning center, or day care center. It may be a full- or part-day
program and have regular and/or special education.
Transitional First Grade: Transitional first (or pre-first) grade is a school program between kindergarten and
first grade. The name of this program may vary by school (for example, a K-1 class or placement). It is for
children who have attended kindergarten, but need more time to be ready for first grade. Children in this
program may be part of a regular first-grade classroom or in a separate classroom.

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Box 3
Round: Spring First-Grade National

IF THE QUESTION 6 = 5 OR 6 (FIRST GRADE OR SECOND GRADE), GO TO QUESTION 10. ELSE GO TO
QUESTION 7.

7
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring First-Grade questionnaire, item 5

QUESTION TEXT:
Question “To what extent were you involved in planning the transition from last year’s special education
program to this year’s special education program for {CHILD}?”
CODES

Not at all

Somewhat

Extensively

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8
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring First-Grade questionnaire, item 6

QUESTION TEXT:
Question “To what extent did you communicate with the person(s) who provided special education for
{CHILD} last year?”
CODES

Not at all

Somewhat

Extensively

I provided special education to {CHILD} last year.

9
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring First-Grade questionnaire, item 7

QUESTION TEXT:
Question “Have you reviewed {CHILD}’s records related to special education services provided before this
school year?”
CODES

Yes.

No, I don't have access to the records.

No, I have access to the records but have not
reviewed them.

No, I provided special education to {CHILD} last
year.

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10
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 9
DISPLAY INSTRUCTIONS:
DISPLAY "primary" IN UNDERLINED TEXT.
QUESTION TEXT:
Question “What is {CHILD}’s primary disability as identified on {CHILD}'s IEP?”
InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”
CODES

Speech or language impairments

Specific learning disabilities

Emotional disturbance

Intellectual disability

Developmental delay

Visual impairments (including blindness)

Hearing impairments (including deafness)

Orthopedic impairments

Other health impairments

Autism

Traumatic brain injury

Deaf-blindness

Multiple disabilities (children included in this
category should be those who have more than
one primary disability which do not include
deaf-blindness or developmental delay)

No classification is given

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11
Copyright: No
Round: Spring First-Grade National
Source: New
DISPLAY INSTRUCTIONS:
IF QUESTION 10 IS NOT EQUAL TO SK, DISPLAY ALL CODES 1-15 IN QUESTION 11 EXCEPT FOR THE CODE
CHOSEN FOR 1-13 IN QUESTION 10. ELSE IF QUESTION 10 = SK, DISPLAY ALL CODES 1-15.
QUESTION TEXT:
Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}'s IEP?”

InstResp “Select all that apply.”
CODES

No other disabilities

{Speech or language impairments}

{Specific learning disabilities}

{Emotional disturbance}

{Intellectual disability}

{Developmental delay}

{Visual impairments (including blindness)}

{Hearing impairments (including deafness)}

{Orthopedic impairments}

{Other health impairments}

{Autism}

{Traumatic brain injury}

{Deaf-blindness}

{Multiple disabilities (children included in this
category should be those who have more than
one primary disability which do not include
deaf-blindness or developmental delay)}

No classification is given

PROGRAMMER INSTRUCTIONS:
CODE ALL THAT APPLY FOR 2-15.
IF CODE 1 IS SELECTED WITH ANY ANSWER CHOICES 2-14, DISPLAY ERROR MESSAGE "You selected both "No
other disabilities" and one or more disabilities. Please select {CHILD}'s other disabilities in this question. If
{CHILD} has none, please select only "No other disabilities.””
IF CODE 1 IS SELECTED AND CODE 15 IS SELECTED, DISPLAY ERROR MESSAGE "You selected both "No other
disabilities" and "No classification is given". If {CHILD} has no other disabilities, please select only "No other
disabilities". If {CHILD} has other, non-classified disabilities, please select only "No classification is given.””

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12
Copyright: No
Round: Spring First-Grade National
Source: Adapted from ECLS-K:2011 Spring Kindergarten questionnaire, item 11

QUESTION TEXT:
Question “During this school year, has {CHILD} received any special education or related services because of
attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”
CODES

Yes

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13
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 12
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, which of the following describe(s) the IEP goals for {CHILD}?”
InstResp “Select all that apply.”
CODES

Reading

Mathematics

Language Arts

Science

Auditory processing

Listening comprehension

Oral expression

Voice/speech articulation

Language pragmatics

Social skills

General appropriateness of behavior

Adaptive behavior or self-help skills

Fine motor skills

Gross motor skills

Orientation and mobility

None of the above

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

PROGRAMMER INSTRUCTIONS:

DISPLAY CODES 1-4 UNDER HEADER "Academics", DISPLAY CODES 5-9 UNDER HEADER "Speech and
language", DISPLAY CODES 10-11 UNDER HEADER "Social", DISPLAY CODE 12 UNDER HEADER "Life Skills",
DISPLAY CODES 13-15 UNDER HEADER "Physical/Mobility", DISPLAY CODES 91 AND 16 UNDER HEADER
"Other/None".
DISPLAY CODE 91 ABOVE CODE 16.
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 16, 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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Box 4
Round: Spring First-Grade National

IF ONE OF THE CODES IN QUESTION 13 IS 91, GO TO QUESTION 13OS. ELSE GO TO 14.

13os
Copyright: No
Round: Spring First-Grade National

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

ENTER TEXT

Length

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100

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14
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 13
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, which of the following related services have been provided through the
school to {CHILD}?”
InstResp “Select all that apply.”
CODES

Audiology

Counseling services

Occupational therapy

Physical therapy

Psychological services

Health services

Social work services

Special transportation

Speech or language therapy

Orientation services

Mobility services

Rehabilitation services

No related services were provided.

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

PROGRAMMER INSTRUCTIONS:

DISPLAY CODE 91 ABOVE CODE 13 .
IF CODE 13 IS SELECTED WITH ANY ANSWER CHOICES 1-12 OR 91 DISPLAY ERROR MESSAGE “You selected
both “No related services were provided” and one or more related services. Please select the related services
{CHILD} received. If {CHILD} received none, please select only “No related services were provided.””

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Box 5
Round: Spring First-Grade National

IF ONE OF THE CODES IN QUESTION 14 IS 91, GO TO QUESTION 14OS. ELSE GO TO 15.

14os
Copyright: No
Round: Spring First-Grade National

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

ENTER TEXT

Length

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100

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15
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 14

QUESTION TEXT:
Question “During this school year, has {CHILD} received any of the following?”

InstResp “Select all that apply.”
CODES

Code All That Apply

Adaptive physical education

Assistance from classroom aides (for example,
teacher aide, behavioral assistant, special
education aide)

Interpreter for the deaf or hard of hearing (oral or
sign)

Teacher used Braille to provide instruction

Child was taught how to use Braille

Teacher used American Sign Language to provide
instruction

Child was taught how to use American Sign
Language

Teacher used Manual English to provide
instruction

Child was taught how to use Manual English

Teacher used Cued Speech to provide instruction

Child was taught how to use Cued Speech

Mental health services, personal/group
counseling, therapy, or psychiatric care provided
to the child

Tutoring/remediation from special education
teacher

Training, counseling, and other supports/services
provided to child's family

None of the above

PROGRAMMER INSTRUCTIONS:

IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 15, 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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16
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 15

QUESTION TEXT:
Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”
CODES

Yes

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE AFTER EMPTY.

17
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 15
DISPLAY INSTRUCTIONS:
DISPLAY “hours per week” IN THE QUESTION STEM IN UNDERLINED TEXT.
QUESTION TEXT:
Question “During this school year, approximately how many hours per week of direct special education and
related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD}
received?”
InstResp “Please round to the nearest hour.”
Pre-Unit “Hours:”
Watermark “Hours per week”
ENTER NUMBER

Range

0 to 168

Soft Range

0 to 60

PROGRAMMER INSTRUCTIONS:

IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT 17}.
Please confirm. If this is correct, select Next to continue."

Page 23 of 47

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18
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 17
DISPLAY INSTRUCTIONS:
DISPLAY “hours per week” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Of the hours of direct special education and related services reported above, approximately how
many of those hours per week were the instruction/services provided outside of a general education
classroom but within the school setting?”
InstResp “Please round to the nearest hour.”
Pre-Unit “Hours:”
Watermark “Hours per week”
ENTER NUMBER

Range

0 to 168

Soft Range

0 to 60

PROGRAMMER INSTRUCTIONS:

IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT 18}.
Please confirm. If this is correct, select Next to continue."
IF RESPONSE FOR Q18 (HOURS OF INSTRUCTION OUTSIDE GENERAL ED) > RESPONSE FOR Q17 (HOURS OF
DIRECT SPECIAL ED), DISPLAY SOFT ERROR MESSAGE: "The response you entered for hours of direct special
education provided outside the general education classroom is greater than the response entered for hours
of direct special education. Are you sure this is correct? When it is correct, select Next to continue."

Page 24 of 47

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19
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Fourth-Grade questionnaire, item 19

QUESTION TEXT:
Question “During this school year, what teaching practices and methods have you and/or other special
education service providers used with {CHILD}?”

InstResp “Select all that apply.”
CODES

Code All That Apply

One-on-one instruction

Small-group instruction

Large-group instruction

Co-teaching

Cooperative learning

Peer tutoring

Computer-based instruction

Direct instruction

Cognitive strategies

Self-management

Behavior management

Instruction received through a sign interpreter

None of the above

PROGRAMMER INSTRUCTIONS:

IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 13, 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.
BOLD “Co-teaching” IN HELP TEXT.
HELP FOR CODE 4: Co-teaching is when a general education teacher and a special education service provider
share the teaching responsibility, with the special education service provider providing specialized
differentiated lessons for students with special needs. The two teachers participate in lesson or activity
planning together and work together in the same classroom to instruct both students with and without
disabilities.

Page 25 of 47

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20a
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 19
DISPLAY INSTRUCTIONS:
DISPLAY “best” and “general education classroom” in UNDERLINED TEXT.
QUESTION TEXT:
Question “During this school year, which of the following best describes the curriculum materials used with
{CHILD} in the general education classroom?”
SaVisible “True”
CODES

General education curriculum materials were
used without modification.

General education curriculum materials were
used with some modifications.

General education curriculum materials were
used with substantial modifications.

Specially-designed commercial materials were
used.

Teacher-designed materials were used.

Child not in this setting.
DON'T KNOW

PROGRAMMER INSTRUCTIONS:

DISPLAY DON'T KNOW OPTION (SaVisible “True”).
IF RESPONSE FOR Q16 = 1 (CHILD'S PRIMARY PLACEMENT IS IN GENERAL EDUCATION) THEN FOR Q20a DO
NOT DISPLAY RESPONSE CODE 6 (CHILD NOT IN THIS SETTING). ELSE, AT Q20a DISPLAY ALL RESPONSE
CODES 1-6.

Page 26 of 47

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20b
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 19
DISPLAY INSTRUCTIONS:
DISPLAY “best” and “special education classroom” in UNDERLINED TEXT.
QUESTION TEXT:
Question “During this school year, which of the following best describes the curriculum materials used with
{CHILD} in the special education classroom or program?”
SaVisible “True”
CODES

General education curriculum materials were
used without modification.

General education curriculum materials were
used with some modifications.

General education curriculum materials were
used with substantial modifications.

Specially-designed commercial materials were
used.

Teacher-designed materials were used.

Child not in this setting.
DON'T KNOW

PROGRAMMER INSTRUCTIONS:

DISPLAY DON'T KNOW OPTION (SaVisible “True”).

21a
Copyright: No
Round: Spring First-Grade National
Source: Westat, new

QUESTION TEXT:
Question “Did {CHILD} use any assistive technologies this year?”
CODES

Yes

PROGRAMMER INSTRUCTIONS:
SK SKIPS TO 22.

Page 27 of 47

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21b
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 19, modified to add yes/no skip
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
AVOID WRAPPING WITHIN AN ITEM.
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY "(Please specify on next screen.)” FOR
SMALL BROWSERS.
QUESTION TEXT:
Question “During this school year, which of the following assistive technologies and devices has {CHILD}
used?”
InstResp “Select all that apply.”
CODES

Vans, vehicles

Wheelchair

Walker

White cane

Electronic with voice output (for example, Touch
Talker)

Electronic without voice output (for example,
device with visual display or printed speech
output)

Non-electronic (for example, manual printing
board)

Hearing aids

FM loops

TTYs/TDDs

Cochlear implants

Real-time captioning

Braille texts

Electronic Braille devices

Digital texts

Magnifying devices

Close-captioned television (CCTV)

Tape recorder

Calculator

Electronic spelling devices

Used solely by individual child

Shared with other children

Reading

Page 28 of 47

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2022-09-14 13:33

Writing

Mathematics

No assistive technologies or devices were used

Other assistive technologies or devices {(Please
specify):/(Please specify on next screen.)}

PROGRAMMER INSTRUCTIONS:
DISPLAY CODES 1-4 UNDER HEADER "Mobility aids", DISPLAY CODES 5-7 UNDER HEADER "Communication
aids", DISPLAY CODES 8-12 UNDER HEADER "Hearing assistance", DISPLAY CODES 13-17 UNDER HEADER
"Visual aids", DISPLAY CODES 18-20 UNDER HEADER "Learning aids (non-computer)", DISPLAY CODES 21-22
UNDER HEADER "Computer hardware designed or adapted for children with disabilities (for example,
alternate keyboards, switch interface)", DISPLAY CODES 23-25 UNDER HEADER "Computer software
designed for children with disabilities", DISPLAY CODES 91 AND 26 UNDER HEADER "Other/None".
DISPLAY CODE 91 ABOVE CODE 26.
IF CODE 26 IS SELECTED, CODES 1-25 MAY NOT BE SELECTED. DISPLAY ERROR CHECK MESSAGE, "You
selected both "No assistive technologies or devices were used" and one or more assistive technologies or
devices. Please select the assistive technologies or devices {CHILD} has used. If {CHILD} used none, please
select only "No assistive technologies or devices were used.""

Box 6
Round: Spring First-Grade National

IF ANY CODES IN QUESTION 21b = 91, GO TO 21b OS. ELSE, GO TO QUESTION 22.

21bos
Copyright: No
Round: Spring First-Grade National

DISPLAY INSTRUCTIONS:
DISPLAY OTHER SPECIFY FIELD ON SAME PAGE AS 21b FOR LARGE BROWSERS.
ENTER TEXT

Length

Page 29 of 47

100

Early Childhood Longitudinal Study Special Education Teacher Survey
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22
Copyright: No
Round: Spring First-Grade National
Source: Adapted from ECLS-K:2011 Spring Kindergarten questionnaire, item 21, to add ‘During this school year.'

QUESTION TEXT:
Question “During this school year, does {CHILD} have a computer, laptop, or word processing device
assigned to {him/her} for use full time?”
CODES

Yes

23
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 21
DISPLAY INSTRUCTIONS:
ADD EXTRA SPACE (LINE BREAK) BETWEEN RESPONSE CODES 7 AND 8.

QUESTION TEXT:
Question “During this school year, on average, how often have you met with {CHILD}'s general education
teacher(s) to discuss {his/her} program or progress?”
CODES

Every day or several times a week

Once a week or several times a month

Once a month

A few times over the school year

Once during this school year

Never during this school year

Not applicable because I am {CHILD}’s general
education teacher

Not applicable to my work with {CHILD}

PROGRAMMER INSTRUCTIONS:
CODES 6, 7, 8, and SK SKIP TO 25.

Page 30 of 47

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24
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 23

QUESTION TEXT:
Question “On average, how long were the meetings with the general education teacher(s) to discuss
{CHILD}'s program or progress?”
CODES

1 to 15 minutes

16 to 30 minutes

31 to 45 minutes

46 to 60 minutes

More than 60 minutes

25
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 23

QUESTION TEXT:
Question “During this school year, approximately how often have you communicated with {CHILD}’s parents
about {CHILD}’s program or progress (by phone, in person, or in writing, including e-mail)?”
CODES

Every day or several times a week

Once a week or several times a month

Once a month

A few times over the school year

Once during this school year

Never during this school year

Page 31 of 47

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Box 7
Round: Spring First-Grade National

IF QUESTION 3a OR 3b = ANY OF 1, 2, OR 3 (SIGNIFYING THE TEACHER PROVIDES DIRECT SERVICES TO CHILD)
AND THE TEACHER'S LINK ID (Link_ID FROM PRELOAD) = S (MEANING THE TEACHER IS ONLY A SPECIAL
EDUCATION TEACHER AND IS NOT ALSO A PRIMARY EDUCATION TEACHER), THEN GO TO QUESTION 26a.
ELSE, GO TO QUESTION 27.
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.

26a
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.
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 or her. For each statement, please select the category that most applies to
your relationship with {CHILD}.

”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 32 of 47

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26b
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26c
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 33 of 47

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26d
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26e
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 34 of 47

Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
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26f
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }For each statement, please select the category that most applies to your
relationship with {CHILD}.

”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 35 of 47

Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
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26g
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26h
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 36 of 47

Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
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26i
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26j
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 37 of 47

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26k
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }For each statement, please select the category that most applies to your
relationship with {CHILD}.

”
CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 38 of 47

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(Child Level) - Spring 1 - Form SPB1 :: SPB
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26l
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26m
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 39 of 47

Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
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26n
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

26o
Copyright: Yes
Round: Spring First-Grade National
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of
school. School Psychology Review, 33(3), 444-458.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY 26a-26e, 26f-26j AND 26k-26o ON SEPARATE SCREENS IN THREE
GRIDS. FOR GRID 26a-26e, DISPLAY “Now we would…with {CHILD}.” AT THE TOP OF THE GRID. FOR GRIDS
26f-26j AND 26k-26o, DISPLAY “For each statement, please select the category that most applies to your
relationship with {CHILD}.” AT THE TOP OF THE GRID.

QUESTION TEXT:
Question “

”

CODES

Definitely does not apply

Not really

Neutral, not sure

Applies sometimes

Definitely applies

Page 40 of 47

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(Child Level) - Spring 1 - Form SPB1 :: SPB
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27
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 25, Transition text was added as part of the item, and ‘no
evaluations for developing IEP goals were conducted this year’ was added as a response option.
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 “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD}
received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”
InstResp “Select all that apply.”
CODES

Psychological

Speech/language

Vision

Hearing

Learning style

Motor skills

Academics

No evaluations for developing IEP goals were
conducted this year

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

PROGRAMMER INSTRUCTIONS:
DISPLAY CODE 91 ABOVE CODE 8.
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 8, DISPLAY HARD ERROR CHECK
MESSAGE, “You selected “No evaluations for developing IEP goals were conducted this year” but also
selected another option on the list. Please check your responses and update your answer. Then, select
“Next” to continue.

Box 8
Round: Spring First-Grade National

IF ANY CODE IN QUESTION 27= 91, GO TO 27OS. ELSE, GO TO 28.

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27os
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 25.
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR LARGE BROWSERS.
ENTER TEXT

Length

28
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 26
DISPLAY INSTRUCTIONS:

IN RESPONSE OPTION 1, DISPLAY “all” IN UNDERLINED TEXT. IN RESPONSE OPTION 2, DISPLAY “some” IN
UNDERLINED TEXT. IN RESPONSE OPTION 3, DISPLAY “only a few” IN UNDERLINED TEXT. IN RESPONSE
OPTION 4, display “not” and "any" IN UNDERLINED TEXT.
QUESTION TEXT:
Question “To what extent is {CHILD} expected to achieve the same general education goals as other children
at {his/her} grade level this school year?”

SaVisible “True”
CODES

{CHILD} is expected to attain grade level
achievement for all of the academic content
standards.

{CHILD} is expected to attain grade level
achievement for some of the academic content
standards.

{CHILD} is expected to attain grade level
achievement for only a few of the academic
content standards.

{CHILD} is not expected to attain grade level
achievement for any of the academic content
standards.

There are no academic content standards at this
grade level.
DON'T KNOW

PROGRAMMER INSTRUCTIONS:

DISPLAY DON'T KNOW OPTION (SaVisible “True”).

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29
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Kindergarten questionnaire, item 27

QUESTION TEXT:
Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the
school year?”
CODES

76 to 100 percent

51 to 75 percent

26 to 50 percent

1 to 25 percent

0 percent

30
Copyright: No
Round: Spring First-Grade National
Source: Adapted from ECLS-K:2011 Spring Kindergarten questionnaire, item 28, modified response options.
DISPLAY INSTRUCTIONS:

DISPLAY "not" IN CODE 6 IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some
level of special education services (through an IEP) in the next school year?”
CODES

Definitely will continue in special education

Very likely to continue in special education

Likely to continue in special education

Unlikely to continue in special education

Very unlikely to continue in special education

Definitely will not continue in special education
(will be dismissed from services)

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Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
2022-09-14 13:33

31
Copyright: No
Round: Spring First-Grade National
Source: ECLS-K:2011 Spring Second-Grade questionnaire, item 28

QUESTION TEXT:
Question “During this school year, to what extent has {CHILD} participated in any grade-level assessment
administered as part of the school's testing program?”

SaVisible “True”
CODES

{Child} did not participate in the school's testing
or assessment program.

{Child} participated in alternate assessments and
no regular assessments.

{Child} participated in some alternate
assessments and some regular assessments.

{Child} participated fully in the school's regular
testing or assessment program.

There is no testing or assessment program at this
grade level.
DON'T KNOW

PROGRAMMER INSTRUCTIONS:

DISPLAY DON'T KNOW OPTION (SaVisible “True”).

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Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
2022-09-14 13:33

32
Copyright: No
Round: Spring First-Grade National
Source: New item.

QUESTION TEXT:
Question “How far in school do you expect {CHILD} to go?”
CODES

Receive less than a high school diploma

Graduate from high school

Attend a vocational or technical school after high
school

Attend two or more years of college

Finish a four- or five-year college degree

Earn a master's degree or equivalent

Finish a Ph.D., MD, or other advanced degree

PROGRAMMER INSTRUCTIONS:
HELP FOR STEM: This question is about how far in school you realistically expect {CHILD} to go, not how far
you hope {CHILD} will go. If this is difficult to answer, make your best guess.
IF ANY CODE IN QUESTION 32= 1-7 or SK, GO TO 51.

33
Copyright: No
Round: Spring First-Grade National
Source: New item.

QUESTION TEXT:
Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not
receive special education services during this school year, no additional information is needed.

Please click “Finish” to complete your survey for {CHILD} and then check to see if there are any more children
assigned to you.”

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

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Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
2022-09-14 13:33

Box 9
Round: Spring First-Grade National

CASE WITH A CHILD WHO DOES NOT RECEIVE SPECIAL EDUCATION SERVICES HAS ROUTED BACK TO
MANAGEMENT SYSTEM. THIS SURVEY IS COMPLETE.

51
Copyright: No
Round: Spring First-Grade National
Source: New item.
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 “School Psychology Review, 33” IN ITALICS.
QUESTION TEXT:
Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the
Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to
the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be
completed.
NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or
reproduce without 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.”

PROGRAMMER INSTRUCTIONS:

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

Page 46 of 47

Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
2022-09-14 13:33

Box 10
Round: Spring First-Grade National

CASE WITH COMPLETED SPECIAL EDUCATION TEACHER SURVEY HAS ROUTED BACK TO THE MANAGEMENT
SYSTEM SO THAT THE TEACHER MAY SELECT ANOTHER SURVEY ASSIGNED TO THEM, IF APPLICABLE.

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Early Childhood Longitudinal Study Special Education Teacher Survey
(Child Level) - Spring 1 - Form SPB1 :: SPB
2022-09-14 13:33

File Type	application/pdf
File Modified	2022-10-05
File Created	2022-09-16