ECLS Attachment H redacted v31

ECLS Attachment H redacted v31.xlsx

Early Childhood Longitudinal Study, Kindergarten Class of 2023-24 (ECLS-K:2024) August 2024 Materials Revision Request

ECLS Attachment H redacted v31

OMB: 1850-0750

Document [xlsx]
Download: xlsx | pdf

Overview

S1 Nat Parent
S1 Nat TQA
S1 Nat TQC
S1 Nat SPA
S1 Nat SPB
S1 Nat SA


Sheet 1: S1 Nat Parent

Section FT Item # FT Item Wording - redacted FT Construct FT Research Question S1 National Item # S1 National Item Wording - redacted S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
INQ INQ001 Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_
_x000D_
Here are some tips to keep in mind when completing the survey:_x000D_
_x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA INQ001 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.”
Introduction NA

Yes Revised to be consistent with spring kindergarten national.
INQ INQ001b Question “In {{MONTH} {YEAR}}, {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME} {approximately {PREVIOUS ROUND RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_
_x000D_
Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Respondent selection NA




Yes
For spring first grade, we are recompleting this information instead of preloading.
INQ INQ002 Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_
----_x000D_
1. Yes_x000D_
2. No, another parent or guardian in the household knows the most about {CHILD}’s care, education, and health._x000D_
3. No, {CHILD} does not live in this household._x000D_
Respondent selection NA INQ002 Question "First, we would like to collect some information about {CHILD}'s school and home experiences. Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"
----
1. Yes
2. No, another parent or guardian in the household knows the most about {CHILD}'s care, education, and health.
3. No, {CHILD} does not live in this household.
Respondent selection NA

Yes Introduced transition text to the item stem to smooth the transition to the question.
INQ INQ005a Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact him or her for the survey._x000D_
_x000D_
First Name: "
Alternate respondent selection NA INQ005a Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact them for the survey.

First Name: "
Alternate respondent selection NA

Yes Revised to be consistent with spring kindergarten national.
INQ INQ005b Question "Last Name:" Alternate respondent selection NA INQ005b Question "Last Name:" Alternate respondent selection NA



INQ INQ005c Question "Email Address:"_x000D_
_x000D_
Watermark: "[email protected]"
Alternate respondent selection NA INQ005c Question "Email Address:"_x000D_
_x000D_
Watermark: "[email protected]"
Alternate respondent selection NA






Alternate respondent selection NA INQ005d Question “Mobile Number:”
“This person doesn’t have a mobile phone.”
Alternate respondent selection NA Yes

Add to be consistent with spring K national and obtain contact information for the alternate respondent.



Alternate respondent selection NA INQ005e Question “Landline Number:”
“This person doesn’t have a landline phone.”
Alternate respondent selection NA Yes

Add to be consistent with spring K national and obtain contact information for the alternate respondent.
INQ INQ005d1 Question "Please {confirm/enter} the mailing address._x000D_
_x000D_
Address Line 1:"
Alternate respondent selection NA INQ005f1 Question "Please enter the mailing address.

Address Line 1:"
Alternate respondent selection NA

Yes There is no preloading, so changed this to drop the fill and simply state "enter."
INQ INQ005d2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Alternate respondent selection NA INQ005f2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Alternate respondent selection NA



INQ INQ005e Question "City:" Alternate respondent selection NA INQ00f3 Question "City:" Alternate respondent selection NA



INQ INQ005f Question "State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark "Select a state"
Alternate respondent selection NA INQ005f4 Question "Please select a state, district, or territory:"_x000D_
_x000D_
Watermark "Select a state"
Alternate respondent selection NA

Yes Revised to be consistent with spring kindergarten national.
INQ INQ005g Question "ZIP code:" Alternate respondent selection NA INQ005g Question "ZIP code:"
DON'T KNOW
Alternate respondent selection NA

Yes Revised to be consistent with spring kindergarten national.



Respondent selection NA INQ005g Question "What is your relationship to {CHILD}?"_x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Biological parent_x000D_
2. Adoptive parent_x000D_
3. Step parent_x000D_
4. Foster parent_x000D_
5. Sibling_x000D_
6. Grandparent_x000D_
7. Other relative_x000D_
8. Other nonrelative_x000D_
91. Other parent or guardian {(Please specify):/(Please specify on next screen.)}_x000D_
Respondent selection NA Yes

Revised to be consistent with spring kindergarten national.



Respondent selection NA INQ005gOS [other specify for INQ005g] Respondent selection NA Yes

Restructured INQ to follow spring k national.
INQ INQ005i Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_
----_x000D_
1. {Person who did the survey last fall/First name of person who did _x000D_
the survey last fall/Last name of person who did the survey last fall/_x000D_
{RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} _x000D_
{, about age {RESPONDENT’S AGE}} {, {RESPONDENT’S SEX}}_x000D_
2. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
3. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
4. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
5. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
6. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
7. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
8. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_
{, {HH MEMBER’S SEX}}_x000D_
36. Not on list_x000D_
Respondent selection NA




Yes
Revised INQ to be consistent with spring K national. Not preloading this kind of information for national.
INQ INQ005j Question "What is your name?_x000D_
_x000D_
We ask for first names so that we can ask questions about each person in the survey._x000D_
_x000D_
First Name:"
Respondent selection NA INQ005j Question "What is your name?

We ask for first names so that we can ask questions about each person in the survey.

First Name:"
Respondent selection NA



INQ INQ005k Question "{Please enter or confirm your last name.}_x000D_
_x000D_
Last Name:"
Respondent selection NA INQ005k Question "Please enter your last name.

Last Name:"
Respondent selection NA

Yes Revised to be consistent with spring kindergarten national.
INQ INQ010a Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_
_x000D_
Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_
----_x000D_
1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_
2. No, I do not give permission for {CHILD} to participate._x000D_
Consent NA




Yes
In spring first grade we do not need to ask consent. Consent was obtained in kindergarten.
INQ INQ010b Question "Please enter or confirm your name from the previous question._x000D_
_x000D_
First Name: "
Consent NA




Yes
In spring first grade we do not need to ask consent. Consent was obtained in kindergarten.
INQ INQ010c Question "Last Name:" Consent NA




Yes
In spring first grade we do not need to ask consent. Consent was obtained in kindergarten.
INQ INQ020a Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child name NA INQ020a Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"
----
1. Yes
2. No
Child name NA



INQ INQ020b Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_
_x000D_
First Name:”
Child name NA INQ020b Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_
_x000D_
First Name:”
Child name NA



INQ INQ020c Question “Middle name:”_x000D_
_x000D_
InstResp: “If there is no middle name, please skip this.”
Child name NA INQ020c Question “Middle name:”_x000D_
_x000D_
Child name NA

Yes Revised to be consistent with spring kindergarten national.
INQ INQ020d Question “Last Name:” Child name NA INQ020d Question “Last Name:” Child name NA



INQ INQ050a Question “Our records also show that {CHILD} is {male/female}. Is that correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child gender P-RQ2, P-RQ5




Yes
Not displaying preloaded gender information, but will use it to skip the question about gender if we already obtained gender information from the parent in a previous round.
INQ INQ050b Question “What is {CHILD}’s sex?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
Child gender P-RQ2, P-RQ5 INQ050b Question “What is {CHILD}’s gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Child gender P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national. To be more inclusive, added a third option for gender.
INQ INQ060a Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child date of birth P-RQ2, P-RQ5




Yes
Not displaying preloaded date of birth information, but will use it to skip the question about date of birth if we already obtained date of birth from the parent in a previous round.
INQ INQ060b Question “What is {CHILD}'s date of birth?”

InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).”

Watermark “MM/DD/YYYY”

“Don’t know”

“Rather not answer”
Child date of birth P-RQ2, P-RQ5 INQ060b Question “What is {CHILD}'s date of birth?”

Watermark “MM/DD/YYYY”

“Don’t know”

“Rather not answer”
Child date of birth P-RQ2, P-RQ5

Yes Revised to be consistent with spring kindergarten national.
INQ INQ080 Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child date of birth P-RQ2, P-RQ5 INQ080 Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b} years old. Is that correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child date of birth P-RQ2, P-RQ5



INQ INQ090 Question “How old is {CHILD}?”_x000D_
_x000D_
Watermark “Enter age”
Child age P-RQ2, P-RQ5 INQ090 Question “How old is {CHILD}?”_x000D_

_x000D_Pre-unit "Years:"

Watermark “Enter age”
Child age P-RQ2, P-RQ5



INQ INQ100a Question "Our records show that you live at _x000D_
_x000D_
{ADDRESS LINE 1}{,} {ADDRESS LINE 2}_x000D_
{CITY}, {STATE} {ZIP CODE} _x000D_
_x000D_
Is that correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ100b Question "Please enter your mailing address._x000D_
_x000D_
Address Line 1: "
Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ100c Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ100d Question "City:" Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ100e Question "State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark "Select a state"
Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ100f Question "Zip code:" Confirmation of mailing address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ130a Question "Please confirm or enter your contact information._x000D_
_x000D_
Email Address:"_x000D_
_x000D_
Watermark [email protected]_x000D_
_x000D_
“I don’t have an email address.”
Confirmation of email address NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ130b Question "Mobile Number:”_x000D_
_x000D_
“I don’t have a mobile phone.”
Mobile number NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
INQ INQ130c Question "Landline Number:"_x000D_
_x000D_
“I don’t have a landline phone.”
Landline number NA




Yes
Collecting this information through field management system. Do not need to collect as part of the survey.
PIQ PIQ051 Question "Now, we’d like to ask you about {CHILD}'s school. _x000D_
_x000D_
To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her} current school?_x000D_
_x000D_
{CHILD} being able to go to {his/her} current school was …"

InstResp: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the school that is assigned to that neighborhood.”_x000D_
----_x000D_
1. A primary factor_x000D_
2. One of several factors_x000D_
3. Not a factor_x000D_
Parent’s choice of school for child P-RQ1, P-RQ3 PIQ051 Question "Now, we’d like to ask you about {CHILD}'s school.

To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her/their} current school?

{CHILD} being able to go to {his/her/their} current school was …"

----
1. A primary factor
2. One of several factors
3. Not a factor
Parent’s choice of school for child P-RQ1, P-RQ3

Yes Incorporated the interview instructions into the item text.
PIQ PIQ060 Question “Which of the following best describes the school that {CHILD} is attending?”_x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. {CHILD} is attending the regularly-assigned school for our home._x000D_
2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her}._x000D_
3. {CHILD} is attending a school we chose that is not the assigned school for our home._x000D_
4. {CHILD} is homeschooled._x000D_
Parent’s choice of school for child P-RQ1, P-RQ3 PIQ060 Question “Which of the following best describes the school that {CHILD} is attending?”

InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
----
1. {CHILD} is attending the regularly-assigned school for our home.
2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her/them}.
3. {CHILD} is attending a school we chose that is not the assigned school for our home.
4. {CHILD} is homeschooled.
Parent’s choice of school for child P-RQ1, P-RQ3

Yes Revised to add a third option for gender (revised fill to be him/her/them).
PIQ PIQ065 Question "Does {CHILD} attend a school?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
School attendance (for homeschooled children) P-RQ1, P-RQ3, P-RQ4 PIQ065 Question "Does {CHILD} attend a school?”
----
1. Yes
2. No
School attendance (for homeschooled children) P-RQ1, P-RQ3, P-RQ4



PIQ PIQ066 Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.”_x000D_
_x000D_
Watermark “Hours per week”
School attendance (for homeschooled children) P-RQ1, P-RQ3, P-RQ4 PIQ066 Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.”

Watermark “Hours per week”
School attendance (for homeschooled children) P-RQ1, P-RQ3, P-RQ4



PIQ PIQ127 Question “Please select all that apply in the next question. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her} school contacted your household about any behavior problems {he/she} is having, such as:”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Biting_x000D_
2. Being aggressive_x000D_
3. Not following directions_x000D_
4. Being overly active_x000D_
5. Being impulsive or having little or no self-control_x000D_
6. None of the above_x000D_
91. Another behavior problem (Please specify):_x000D_
School-initiated contact with parents about behavior problems P-RQ2, P-RQ3, P-RQ5 PIQ127 Question “Now we have some questions about {CHILD}'s school. Please select all that apply in the next question. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her/their} school contacted your household about any behavior problems {he/she/they} {is/are} having, such as:”_x000D_
_x000D_
----_x000D_
1. Biting_x000D_
2. Being aggressive_x000D_
3. Not following directions_x000D_
4. Inappropriate behavior for the situation_x000D_
5. Being overly active_x000D_
6. Being impulsive or having little or no self-control_x000D_
7. Being sad or upset_x000D_
8. Making repetitive or unusual movements or noises (for example, stimming)_x000D_
9. Avoiding work_x000D_
10. Another behavior problem_x000D_
11. None of the above_x000D_
School-initiated contact with parents about behavior problems P-RQ2, P-RQ3, P-RQ5

Yes Added response options 7 through 10.
PIQ PIQ127OS
Other specify for school-initiated contact with parents about behavior problems P-RQ2, P-RQ3, P-RQ5




Yes
Not fielding the "other, specify" within the national study. Used in the field test to improve the item and not necessary to field again in national study.
PIQ PIQ129a Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever had an in-school or out-of-school suspension?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 PIQ129a Question “Has {CHILD} ever had an in-school or out-of-school suspension?”
----
1. Yes
2. No
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5

Yes This was not asked in kindergarten, therefore revise to be "ever had."
PIQ PIQ129b Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been suspended?”_x000D_
_x000D_
InstResp “Please include both in-school and out-of-school suspensions.”_x000D_
_x000D_
Pre-unit “Times:”_x000D_
_x000D_
Watermark “Times suspended”
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 PIQ129b Question “How many times has {CHILD} been suspended…

Prior to kindergarten?"

Pre-unit “Times:”

Watermark “Times suspended”
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5

Yes Incorporated the interview instructions into the item text.





PIQ129b2 Question “How many times has {CHILD} been suspended…

In kindergarten?"

Pre-unit “Times:”

Watermark “Times suspended”
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 Yes

Reworked question to ask about specific grades.





PIQ129b3 Question “How many times has {CHILD} been suspended…

In first grade?"

Pre-unit “Times:”

Watermark “Times suspended”
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 Yes

Reworked question to ask about specific grades.
PIQ PIQ129c Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever been expelled?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 PIQ129c Question “Has {CHILD} ever been expelled?”
----
1. Yes
2. No
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5

Yes Reworked question to ask about specific grades.
PIQ PIQ129d Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been expelled?”_x000D_
_x000D_
Pre-unit “Times:”_x000D_
_x000D_
Watermark “Times expelled”
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5 PIQ129d Question “When was {CHILD} expelled? Please select all that apply.”

1. Prior to kindergarten
2. In kindergarten
3. In first grade
Child’s experience with in- or out-of-school suspensions or expulsions P-RQ2, P-RQ3, P-RQ5

Yes Reworked question to ask about specific grades.
PIQ PIQ130 Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_

_x000D_InstResp “Select all that apply.”_x000D_
----_x000D_
1. Attended an open house or a back-to-school night_x000D_
2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_
3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_
4. Attended a school or class event, such as a play, sports event, or science fair_x000D_
5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_
6. None of the above_x000D_
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities P-RQ2, P-RQ3, P-RQ5 PIQ130 Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ Please select all that apply.”_x000D_
----_x000D_
1. Attended an open house or a back-to-school night_x000D_
2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_
3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_
4. Attended a school or class event, such as a play, sports event, or science fair_x000D_
5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_
6. None of the above_x000D_
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities P-RQ2, P-RQ3, P-RQ5



PIQ PIQ185 Question “During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?”_x000D_
_x000D_
Pre-unit “Times:”_x000D_
_x000D_
Watermark “Times”
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities P-RQ2, P-RQ3, P-RQ5 PIQ185 Question "During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?"_x000D_
_x000D_
Pre-unit “Times:”_x000D_
_x000D_
Watermark “Times”
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities P-RQ2, P-RQ3, P-RQ5



PIQ PIQ190 Question “How well has {CHILD}'s school done with each of the following activities during this school year?"_x000D_
_x000D_
The school lets you know between report cards how {CHILD} is doing in school.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5 PIQ190 Question “How well has {CHILD}'s school done with each of the following activities during this school year?

The school lets you know between report cards how {CHILD} is doing in school.”

SaVisible "True"
----
1. Does this very well
2. Just OK
3. Doesn't do this at all
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5



PIQ PIQ200 Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5 PIQ200 Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5



PIQ PIQ210 Question “The school makes you aware of chances to volunteer at the school.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5 PIQ210 Question “The school makes you aware of chances to volunteer at the school.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5



PIQ PIQ220 Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5 PIQ220 Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5



PIQ PIQ230 Question “The school provides information on community services to help {CHILD} or your family.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5 PIQ230 Question “The school provides information on community services to help {CHILD} or your family.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Does this very well_x000D_
2. Just OK_x000D_
3. Doesn't do this at all_x000D_
DON'T KNOW
School practices to communicate with parents and encourage involvement P-RQ2, P-RQ3, P-RQ5



PIQ PIQ231a Question “Please answer the questions below about {CHILD}'s school._x000D_
_x000D_
At this school, all students are treated equally.”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5 PIQ231a Question “Please answer the questions below about {CHILD}'s school._x000D_
_x000D_
At this school, all students are treated equally.”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5



PIQ PIQ231b Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5 PIQ231b Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5



PIQ PIQ231c Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5 PIQ231c Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_
----_x000D_
1. Strongly agree_x000D_
2. Agree_x000D_
3. Disagree_x000D_
4. Strongly disagree_x000D_
School practices to provide an equal and culturally responsive environment P-RQ1, P-RQ2, P-RQ3, P-RQ5



PIQ PIQ400 Question “When {CHILD}'s teacher sends home notes or newsletters, are these in a language that you speak?”
----_x000D_
1. Yes_x000D_
2. No_x000D_
Whether school provides translated materials P-RQ1, P-RQ2, P-RQ3, P-RQ5 PIQ400 Question “ When {CHILD}'s teacher sends home notes or newsletters, are these in a language that you speak?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Whether school provides translated materials P-RQ1, P-RQ2, P-RQ3, P-RQ5



PIQ PIQ415 Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Inconvenient meeting times_x000D_
2. No child care keeps your family from going to school meetings or event_x000D_
3. Family members can't get time off from work_x000D_
4. Problems with safety going to the school_x000D_
5. The school does not make your family feel welcome_x000D_
6. Problems with transportation to the school_x000D_
7. You don't hear about things going on at school that you might want to be involved in_x000D_
8. Another reason_x000D_
9. None of these_x000D_
Barriers to involvement with the school P-RQ1, P-RQ2, P-RQ3, P-RQ5 PIQ415 Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school? Please select all that apply.”
----
1. Inconvenient meeting times
2. No child care keeps your family from going to school meetings or event
3. Family members can't get time off from work
4. Problems with safety going to the school
5. The school does not make your family feel welcome
6. Problems with transportation to the school
7. You don't hear about things going on at school that you might want to be involved in
8. Because you or members of your family speak a language other than English and meetings are conducted only in English
9. Another reason
10. You do not find it hard to participate in activities at {CHILD}’s school
Barriers to involvement with the school P-RQ1, P-RQ2, P-RQ3, P-RQ5

Yes Combined field test items PIQ415 and 470 into PIQ415.
PIQ PIQ470 Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Barriers to involvement with the school, whether school methods of communication are in the respondent’s native language P-RQ1, P-RQ2, P-RQ3, P-RQ5




Yes
Combined field test items PIQ415 and 470 into PIQ415.
PIQ PIQ490 Question “How satisfied are you with the school {CHILD} attends this year?”_x000D_
----_x000D_
1. Very satisfied_x000D_
2. Somewhat satisfied_x000D_
3. Somewhat dissatisfied_x000D_
4. Very dissatisfied_x000D_
Parent satisfaction with the school P-RQ3 PIQ490 Question “How satisfied are you with the school {CHILD} attends this year?”
----
1. Very satisfied
2. Somewhat satisfied
3. Somewhat dissatisfied
4. Very dissatisfied
Parent satisfaction with the school P-RQ3



PIQ PIQ500 Question "How many times was {CHILD} late for school during the past four weeks?”_x000D_
_x000D_
Watermark “Enter # of times”
How many times the child has been late for school P-RQ2, P-RQ3 PIQ500 Question "How many times was {CHILD} late for school during the past four weeks?”

Watermark “Enter # of times”
How many times the child has been late for school P-RQ2, P-RQ3



PIQ PIQ515 Question “How do you feel about the amount of homework {CHILD} is assigned?”_x000D_
----_x000D_
1. The amount is about right._x000D_
2. It's too much._x000D_
3. It's too little._x000D_
Perception of the amount of homework P-RQ3 PIQ515 Question “How do you feel about the amount of homework {CHILD} is assigned?”
----
1. The amount is about right.
2. It's too much.
3. It's too little.
Perception of the amount of homework P-RQ3



PIQ PIQ520 Question “During this school year, how often did you or someone else help {CHILD} with {his/her} homework?”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. 5 or more times a week_x000D_
DON'T KNOW
How often parent or someone else helps the child with homework P-RQ3, P-RQ5 PIQ520 Question “During this school year, how often did you or someone else help {CHILD} with {his/her} homework?”

SaVisible "True"
----
1. Never
2. Less than once a week
3. 1 to 2 times a week
4. 3 to 4 times a week
5. 5 or more times a week
DON'T KNOW
How often parent or someone else helps the child with homework P-RQ3, P-RQ5



PIQ PIQ550 Question “How often do you or someone else check that {CHILD} has completed all of {his/her} homework?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Always_x000D_
How often parent or someone else checked that the child completed homework P-RQ3, P-RQ5 PIQ550 Question “How often do you check that {CHILD} has completed all of {his/her/their} homework?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Always_x000D_
5. Not applicable. {CHILD} does not have homework._x000D_
How often parent or someone else checked that the child completed homework P-RQ3, P-RQ5

Yes Revised to include a "not applicable" category.
PIQ PIQ560 Question “Now we have a question about your expectations of {CHILD}’s grades during this school year. Overall, how do you expect {CHILD}'s grades will be?”_x000D_
----_x000D_
1. Excellent_x000D_
2. Above average_x000D_
3. Average_x000D_
4. Below average_x000D_
5. Failing_x000D_
Parent report of the child’s grades P-RQ5 PIQ560 Question “Now we have a question about your expectations of {CHILD}’s grades during this school year. Overall, how do you expect {CHILD}'s grades will be?”
----
1. Excellent
2. Above average
3. Average
4. Below average
5. Failing
Parent report of the child’s grades P-RQ5



PIQ PIQ585a Question “How often would you say that {CHILD}…_x000D_
_x000D_
Makes up reasons to stay home from school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3 PIQ585a Question “Now I have some questions about {CHILD} and school. How often would you say that {CHILD}…_x000D_
_x000D_
Makes up reasons to stay home from school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3

Yes Revised to include transition text.
PIQ PIQ585b Question “Seems to dread going to school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3 PIQ585b Question “Seems to dread going to school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3



PIQ PIQ585c Question “Becomes upset when it’s time to go to school in the morning?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3 PIQ585c Question “Becomes upset when it’s time to go to school in the morning?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3



PIQ PIQ585d Question “Asks to stay home from school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3 PIQ585d Question “Asks to stay home from school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3



PIQ PIQ585e Question “Complains about going to school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3 PIQ585e Question “Complains about going to school?”_x000D_
----_x000D_
1. Almost never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. A lot_x000D_
5. Almost always_x000D_
The child’s school avoidance P-RQ2, P-RQ3



FSQ FSQ001 Question “We would like to ask about household members who lived in this household at the time of our last survey. _x000D_
_x000D_
Does {NAME} {who is about {AGE} years old} {and} {male/female} still live in this household?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Family structure change and loss (e.g., remarriage, divorce, and death) P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national. Following the spring K national set up for the section.
FSQ FSQ005 Question “Why is {NAME} no longer living in this household?”_x000D_
----_x000D_
1. Separation or divorce_x000D_
2. Attending college or boarding school_x000D_
3. Living elsewhere for employment-related reasons_x000D_
4. Deceased_x000D_
5. Moved on or moved elsewhere_x000D_
6. This person never lived in this household_x000D_
7. Moved back with parents or moved with other parent_x000D_
8. In jail or prison_x000D_
9. Relationship ended_x000D_
91. Some other reason (Please specify):_x000D_
Family structure change and loss (e.g., remarriage, divorce, and death), information about why people who were in the household in a previous round of collection have left the household P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national. Following the spring K national set up for the section.
FSQ FSQ005OS
Other specify for information about why people who were in the household in a previous round of collection have left the household P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national. Following the spring K national set up for the section.



Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ005a Question “Now we would like to know a bit about {CHILD}’s household to better understand how children’s_x000D_
home experiences may relate to early learning._x000D_
_x000D_
In addition to you and {CHILD}, how many other people or family members live in the household?_x000D_
_x000D_
Watermark "Enter number"_x000D_
_x000D_
[CHILD} and you: 2"_x000D_
_x000D_
Number of other household members age 18 and older:”
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.



Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ005b Question “Number of other household members age 17 and younger:”_x000D_
_x000D_
Watermark "Enter number"
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.



Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ005c Question “Total number of household members, including {CHILD} and you:
_x000D_
Include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else."

InstResp "If the total is correct, please select the Next button. Otherwise, change the numbers of household members who are 18 and older or 17 and younger until the total is correct."
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.
FSQ FSQ006 Question “Other than {you and {CHILD}/you, {CHILD}, and {NAMES OF HOUSEHOLD MEMBERS}}, is there anyone else currently living in this household? For example, anyone who has moved in or any babies born since the last survey?” _x000D_
_x000D_
InstResp “Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.
FSQ FSQ007 Question “Please list the first names of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_
_x000D_
New household member 1_x000D_
_x000D_
New household member 2_x000D_
_x000D_
New household member 3_x000D_
_x000D_
New household member 4
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.



Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ010 Question "Thank you for providing information about the total number of people living in [CHILD]’s household.

Now we are requesting characteristics only about yourself, {CHILD}’s parents or guardians, and partners or spouses of {CHILD}’s parents or guardians who may live in this household.

This information will help us ask better questions about {CHILD}’s parental figures later in the survey.

In the {table/screens} below, please:

• Add your age and gender {to the row/on this screen} with your {initial/first name}.

If {CHILD} has any other parents or guardians who live in this household, or if you or another parent or guardian has a partner or spouse that live in {CHILD}'s household even if they are not {CHILD}’s parent or guardian.

• Use the “Add a person" button to include their information {in this table/on the screens that follow}.

Do not add any other household members who are not parents or guardians.

Do not add any other parents or guardians that do not live in this household.

When you are finished, select "Next" to move to the next question."

“{If a person was added in error, select the “Remove this person” box and the person will be removed after a button is selected.}”

“{Initial/First name}”

Parent/guardian 1 {DISPLAY FIRST NAME OF RESPONDENT}

Parent/guardian 2
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.
FSQ FSQ010a Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_
_x000D_
{Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_
_x000D_
Please click on the “Next” button below to continue.”
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.
FSQ FSQ010b Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_
_x000D_
{If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_
{If needed, you can add more household members later.}_x000D_

{If a person was added in error, select the “Remove this person” button and the person will be removed after any other button is selected.}”
_x000D_
First name_x000D_
_x000D_
Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_
_x000D_
Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD}
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national.
FSQ FSQ030 Question "Age"_x000D_
_x000D_
Watermark "Enter age"
Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ030 Question "Age"_x000D_
_x000D_
Watermark "Enter age"
Current household roster P-RQ1, P-RQ2, P-RQ5



FSQ FSQ040 Question "Sex"_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ040 Question "Gender"_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national. To be more inclusive, added a third option for gender.
FSQ FSQ050 Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_
_x000D_
InstResp “If you would like to add household members or change information, please select "No" to go back and make changes. Typos in first names do NOT need to be corrected. If you want to change a first name for someone other than yourself or {CHILD}, after selecting “No” on this screen, use the “Remove this person” button and then the “Add a person” button to add them back with the corrected name. If you have more than eight household members and select "No" to go back and make changes, they will be listed on more than one screen when you back up. Please select "Next" on each screen to see all the household members listed.”
{LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ050 Question “Please confirm the initials or first names, ages, and genders of yourself, parents/guardians, and spouse/partners in {CHILD}'s household. Is this information correct?”_x000D_
_x000D_
InstResp “If you would like to add household members or change information, please select "No" to go back and make changes.”_x000D_
_x000D_
{LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ110 Question "Do you have a spouse or partner who lives in this household?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ110 Question "Do you have a spouse or partner who lives in this household?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5



FSQ FSQ120 Question "Who in the household is your spouse or partner?"_x000D_
_x000D_
InstRep: “Select the name of the person who is your spouse/partner. If name not listed, select "not on list."”_x000D_
----_x000D_
1. {DISPLAY HH MEMBER NAME 1}_x000D_
2. {DISPLAY HH MEMBER NAME 2}_x000D_
3. {DISPLAY HH MEMBER NAME 3}_x000D_
4. {DISPLAY HH MEMBER NAME 4}_x000D_
5. {DISPLAY HH MEMBER NAME 5}_x000D_
6. {DISPLAY HH MEMBER NAME 6}_x000D_
7. {DISPLAY HH MEMBER NAME 7}_x000D_
8. {DISPLAY HH MEMBER NAME 8}_x000D_
37. Not on list_x000D_
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ120 Question “Who in the household is your spouse or partner?”_x000D_
_x000D_
InstResp: "Select the {initials/name} of the person who is your spouse/partner. If the {initials are/name is} not listed, select "not on list.””_x000D_
----_x000D_
1. {DISPLAY HH MEMBER NAME 1}_x000D_
2. {DISPLAY HH MEMBER NAME 2}_x000D_
3. {DISPLAY HH MEMBER NAME 3}_x000D_
4. {DISPLAY HH MEMBER NAME 4}_x000D_
5. {DISPLAY HH MEMBER NAME 5}_x000D_
7. Not on list_x000D_
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring K, changing instructions on how to complete the household member information.
FSQ FSQ120a Question "What is the first name of your spouse or partner?_x000D_
_x000D_
First name:"
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ120a Question "What {are the initials/is the first name} of your spouse or partner?_x000D_
_x000D_
{Initials/First name}:"
Marital status of the primary caretakers P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring K, changing instructions on how to complete the household member information.
FSQ FSQ120b Question "How old is {NAME}?"_x000D_
_x000D_
Pre-unit "Age:"_x000D_
_x000D_
Watermark "Enter age"
Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ120b Question "How old is {INITIALS/NAME}?" _x000D_
_x000D_
Pre-unit "Age:"
Current household roster P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national.
FSQ FSQ120c Question "Is {NAME} male or female?"_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5 FSQ120c Question "What is {INITIALS/NAME}’s gender?"_x000D_
_x000D_
"Rather not answer"_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national, including a third option for gender.
FSQ FSQ121 Question "During our last interview, it was reported that you were {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to {CHILD}?”_x000D_
_x000D_
InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or guardian of {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Change in family relationship of key parent figures to the child (e.g., became adopted) P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring K, changing instructions on how to complete the household member information.
FSQ FSQ122 Question "During our last interview, it was reported that {NAME OF SPOUSE/PARTNER} was {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/{CHILD}’s relative, but not a guardian/ the female guardian of {CHILD}/the male guardian of {CHILD}/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in the relationship of {NAME OF SPOUSE/PARTNER} to {CHILD}?”_x000D_
_x000D_
InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive, parent, or guardian of {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Change in family relationship of key parent figures to the child (e.g, became adopted) P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ130 Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_
----_x000D_
1. Mother/female guardian_x000D_
2. Father/male guardian_x000D_
3. Sister_x000D_
4. Brother_x000D_
5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_
6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_
7. Grandmother_x000D_
8. Grandfather_x000D_
9. Aunt_x000D_
10. Uncle_x000D_
11. Cousin_x000D_
12. Other relative_x000D_
13. Other nonrelative_x000D_
Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5 FSQ130 Question "What is {INITIALS/NAME}'s relationship to {CHILD}?"
----
1. Biological parent
2. Adoptive parent
3. Step parent
4. Foster parent
5. Sibling
6. Grandparent
7. Other relative
8. Other nonrelative
91. Other parent or guardian {(Please specify):/(Please specify on next screen.)}
Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information and making the relationship to child options gender neutral.



Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5 FSQ130OS [other specify for FSQ130] Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5 Yes

Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ140 Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_
----_x000D_
1. Biological or birth mother_x000D_
2. Adoptive mother_x000D_
3. Step mother_x000D_
4. Foster mother or legal female guardian_x000D_
5. Other female parent or guardian_x000D_
Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ150 Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_
----_x000D_
1. Biological or birth father_x000D_
2. Adoptive father_x000D_
3. Step father_x000D_
4. Foster father or legal male guardian_x000D_
5. Other male parent or guardian_x000D_
Family relationship of key parent figures to the child (e.g., adopted) P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ160 Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_
----_x000D_
1. Full sister_x000D_
2. Half sister_x000D_
3. Step sister_x000D_
4. Adoptive sister_x000D_
5. Foster sister_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ170 Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_
----_x000D_
1. Full brother_x000D_
2. Half brother_x000D_
3. Step brother_x000D_
4. Adoptive brother_x000D_
5. Foster brother_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Restructured FSQ in spring K. Following the spring K set up for the section.
FSQ FSQ180 Question "{Are you/Is {NAME}} a …"_x000D_
----_x000D_
1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_
2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_
3. Female guardian_x000D_
4. Male guardian_x000D_
5. Daughter/son of {CHILD}'s parent's partner_x000D_
6. Other relative of {CHILD}'s parent's partner_x000D_
91. Other nonrelative (Please specify):_x000D_
Current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ180OS
Other specify for current household roster P-RQ1, P-RQ2, P-RQ5




Yes
Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information.
FSQ FSQ190 Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_
_x000D_
InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.



Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.



Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.
FSQ FSQ195 Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_
_x000D_
InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. American Indian or Alaska Native_x000D_
2. Asian_x000D_
3. Black or African American_x000D_
4. Native Hawaiian or other Pacific Islander_x000D_
5. White_x000D_
Race of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.



Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.



Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196a1 Question "What is {your/INITIALS/{NAME}'s} race and/or ethnicity? Select all that apply."
1 American Indian or Alaska Native
2 Asian
3 Black or African American
4 Hispanic or Latino
5 Middle Eastern or North African
6 Native Hawaiian or Pacific Islander
7 White
Race and/or ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196b Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} American Indian or Alaska Native. Please provide details below.

Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.”
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196c Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} Asian. Provide details below.

Select all that apply.”

1 Chinese
2 Asian Indian
3 Filipino
4 Vietnamese
5 Korean
6 Japanese
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196cOS Question "Enter, for example, Pakistani, Hmong, Afghan, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196d Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} Black or African American. Provide details below. Select all that apply.”

1 African American
2 Jamaican
3 Haitian
4 Nigerian
5 Ethiopian
6 Somali
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196dOS Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196e Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/ {CHILD} is} Hispanic or Latino. Provide details below. Select all that apply.”

1 Mexican
2 Puerto Rican
3 Salvadoran
4 Cuban
5 Dominican
6 Guatemalan
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196eOS Question "Enter, for example, Colombian, Honduran, Spaniard, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196f Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} Middle Eastern or North African. Provide details below. Select all that apply.”

1 Lebanese
2 Iranian
3 Egyptian
4 Syrian
5 Iraqi
6 Israeli
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196fOS Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196g “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.”

1 Native Hawaiian
2 Samoan
3 Chamorro
4 Tongan
5 Fijian
6 Marshallese
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196gOS Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196h “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that {you are/{CHILD} is} White. Provide details below. Select all that apply.”

1 English
2 German
3 Irish
4 Italian
5 Polish
6 Scottish
Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





FSQ196hOS Question "Enter, for example, French, Swedish, Norwegian, etc." Race and/or ethnicity of child and respondent P-RQ1, P-RQ2, P-RQ5 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.



Household structure P-RQ1, P-RQ2, P-RQ5 FSQ198c Question "We have just a few more questions about this household’s members._x000D_
_x000D_
How many siblings does {CHILD} have in this household?"_x000D_
_x000D_
Pre-unit “Number of siblings”_x000D_
_x000D_
Watermark “Enter number”
Household structure P-RQ1, P-RQ2, P-RQ5 Yes

Revised to be the same as spring kindergarten national, collecting race and ethnicity information the same way.



Household structure P-RQ1, P-RQ2, P-RQ5 FSQ199 How many grandparents does {CHILD} have in this household?_x000D_
_x000D_
Pre-unit “Number of grandparents”_x000D_
_x000D_
Watermark “Enter number”
Household structure P-RQ1, P-RQ2, P-RQ5 Yes

Revised to be the same as spring kindergarten national, collecting race and ethnicity information the same way.





FSQ199b Question: "Since {CHILD} started kindergarten in the fall of 2023, have any parent or guardians of {CHILD} left the household where the {CHILD} lives with you."

----
1 Yes
2 No
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Added to collect information on household changes/departures.





FSQ199c Question: "Why did the person(s) leave the household?"

Select all that apply

1 Separation or divorce
2 Living elsewhere for employment related reasons or in the military
3 In jail or in prison
4 Moved on/moved elsewhere
5 Deceased
91 Other
Current household roster P-RQ1, P-RQ2, P-RQ5 Yes

Added to collect information on household changes/departures.
FSQ FSQ200 Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_
----_x000D_
1. Married_x000D_
2. Separated_x000D_
3. Divorced_x000D_
4. Widowed_x000D_
5. Never married_x000D_
6. Civil union/domestic partnership_x000D_
91. I don't know (Please explain):_x000D_
Marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ200 Question "How would you describe your current relationship status?"_x000D_
----_x000D_
1. Married_x000D_
2. Separated_x000D_
3. Divorced_x000D_
4. Widowed_x000D_
5. Never married_x000D_
6. Civil union/domestic partnership_x000D_
91. Other {(Please explain):/(Please explain on next screen.)}_x000D_
Marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5

Yes Revised to be the same as spring K, collecting relationship status the same way.
FSQ FSQ200OS
Other specify for marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ200OS [other specify for FSQ200] Other specify for marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5






Marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ202 Question "How would you describe {INITIALS/NAME}’s current relationship status?"_x000D_
----_x000D_
1. Married_x000D_
2. Separated_x000D_
3. Divorced_x000D_
4. Widowed_x000D_
5. Never married_x000D_
6. Civil union/domestic partnership_x000D_
91. Other {(Please explain):/(Please explain on next screen.)}_x000D_
DON'T KNOW
Marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 Yes

Revised to be the same as spring K, collecting relationship status the same way.



Other specify for marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 FSQ202OS [other specify for FSQ202] Other specify for marital status and history of the primary caretakers P-RQ1, P-RQ2, P-RQ5 Yes

Revised to be the same as spring K, collecting relationship status the same way.
HEQ HEQ030 Question "Now we would like to ask about {CHILD}'s home environment. In a typical week, how often do you or any other family members read books to {CHILD}?" _x000D_
_x000D_
InstResp "Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by {herself/himself/him or herself}. Please include reading of books in any language."_x000D_
----_x000D_
1. Not at all_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
Parents’ frequency of engaging with books (reading, looking at, etc) with the child P-RQ2, P-RQ3 HEQ030 Question "Now we would like to ask about {CHILD}'s home environment. In a typical week, how often do you or any other family members read books to {CHILD}?

Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by {herself/himself/themself}. Please include reading of books in any language."
----
1. Not at all
2. Once or twice a week
3. 3 to 6 times a week
4. Every day
Parents’ frequency of engaging with books (reading, looking at, etc) with the child P-RQ2, P-RQ3



HEQ HEQ035 Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?”_x000D_
----_x000D_
1. Not at all_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
Frequency of reading activities with the child P-RQ2, P-RQ3 HEQ035 Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?”
----
1. Not at all
2. Once or twice a week
3. 3 to 6 times a week
4. Every day
Frequency of reading activities with the child P-RQ2, P-RQ3



HEQ HEQ036 Question "Generally, how long is {CHILD} read to at each of these times?"_x000D_
_x000D_
InstResp "Please include reading in any language."_x000D_
_x000D_
Pre-unit "Minutes:"_x000D_
_x000D_
Watermark “Enter minutes”
Frequency of reading activities with the child P-RQ2, P-RQ3 HEQ036 Question "Generally, how long is {CHILD} read to at each of these times?

Please include reading in any language."

Pre-unit "Minutes:"

Watermark “Enter minutes”
Frequency of reading activities with the child P-RQ2, P-RQ3



HEQ HEQ040 Question "About how many children's books does {CHILD} have in your home now, including library books? Please only include books that are for children.”_x000D_
_x000D_
InstResp “Include all children’s books including those that are electronic or eBooks. Also include books that are borrowed or from the library, as well as those that may be shared with siblings.”_x000D_
_x000D_
Watermark “Enter number of books”
Literacy materials in the home P-RQ2 HEQ040 Question "About how many children's books does {CHILD} have at home now, including library books? Please only include books that are for children.”

Include all children’s books including those that are electronic or eBooks. Also include books that are borrowed or from the library, as well as those that may be shared with siblings.”

Watermark “Enter number of books”
Literacy materials in the home P-RQ2

Yes Revised to include interview instruction in question text.
HEQ HEQ045 Question "{Is this book in English or {{NON-ENGLISH LANGUAGE/ a language other than English}/Are these books in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or is one in English and the other in {{NON-ENGLISH LANGUAGE}/a language other than English}/Are these books mainly in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or are there about the same number of books in English as in {{NON-ENGLISH LANGUAGE}/another language}?”_x000D_
----_x000D_
1. English_x000D_
2. {{NON-ENGLISH LANGUAGE}/A language other than English}_x000D_
3. {Same number in English and {{NON-ENGLISH LANGUAGE}/a language other than English}}_x000D_
Literacy materials in the home P-RQ2




Yes
Dropped to prioritize total number of books and not break out by language.
HEQ HEQ105 Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a library or bookstore with {CHILD}?”

InstResp "Do not count visiting a library or bookstore online. We are asking about in person visits to a library or bookstore."
----
1. Yes
2. No
Library use P-RQ2 HEQ105 Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a library or bookstore with {CHILD}?”

InstResp "Do not count visiting a library or bookstore online. We are asking about in person visits to a library or bookstore."
----
1. Yes
2. No
Library use P-RQ2



HEQ HEQ210 Question “In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?”_x000D_
----_x000D_
1. Never_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
Reading by the child P-RQ2 HEQ210 Question “Now we have some questions about {CHILD}'s activities at home. In the past week, how often did {CHILD} read to {himself/herself/themselves} or to others outside of school? Please include reading in any language.”
----
1. Never
2. Once or twice a week
3. 3 to 6 times a week
4. Every day
Reading by the child P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).
HEQ HEQ215 Question “Generally, how long did {CHILD} read to {himself/herself} at each of these times?”_x000D_
_x000D_
InstResp “Please include reading in any language.”_x000D_
_x000D_
Pre-unit “Minutes:”_x000D_
_x000D_
Watermark “Enter minutes”
Reading by the child P-RQ2 HEQ215 Question “Generally, how long did {CHILD} read to {himself/herself/themself} at each of these times? Please include reading in any language.”

Pre-unit “Minutes:”

Watermark “Enter minutes”
Reading by the child P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).
HEQ HEQ217a Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_
_x000D_
Showed interest in or talked about time using clocks”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217a Question “In the past month, how often did you and {CHILD} engage in the following activities?

Showed interest in or talked about time using clocks”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217b Question “Played card games that use numbers or counting (such as Go Fish, War)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2




Yes
Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks.
HEQ HEQ217c Question “Counted down using numbers (10, 9, 8, 7, . . .)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217c Question “Counted down using numbers (10, 9, 8, 7, . . .)”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217d Question “Played board games that use numbers, counting, or dice (such as Chutes and Ladders, Monopoly Jr.)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2




Yes
Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks.
HEQ HEQ217e Question “Counted out money”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217e Question “Counted out money”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217f Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_
_x000D_
Memorized math facts (such as 2 + 2 = 4)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217f Question “Memorized math facts (such as 2 + 2 = 4)”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217g Question “{Continued} In the past month, how often did you and {CHILD} engage in the following activities?_x000D_
_x000D_
Measured the lengths and widths of things”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217g Question “Measured the lengths and widths of things”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217h Question “Guessed the number of things (such as pennies in a jar)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217h Question “Guessed the number of things (such as pennies in a jar)”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217i Question “Compared the sizes of numbers (such as 5 is more than 4)”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217i Question “Compared the sizes of numbers (such as 5 is more than 4)”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217j Question “Measured ingredients when cooking or baking”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2 HEQ217j Question “Measured ingredients when cooking or baking”
----
1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Math activities P-RQ2



HEQ HEQ217k Question “Played with jigsaw puzzles”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2




Yes
Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks.
HEQ HEQ217l Question “Played with blocks or construction toys”_x000D_
----_x000D_
1. Never or almost never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Several times a week_x000D_
5. Every day or almost every day_x000D_
Math activities P-RQ2




Yes
Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks.
HEQ HEQ220 Question “Do you have a home computer or other digital device that {CHILD} uses?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Availability and use of a home computer/digital device P-RQ2 HEQ220 Question “Do you have a home computer or other digital device that {CHILD} uses?”
----
1. Yes
2. No
Availability and use of a home computer/digital device P-RQ2



HEQ HEQ274a Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?” _x000D_
_x000D_
InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections." _x000D_
_x000D_
Pre-unit “Hours:” _x000D_
_x000D_
Watermark "Enter hours"
Amount of time the child plays video games P-RQ2 HEQ274a Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?
1.{CHILD} does not play video, computer, or mobile games on weekdays.
2.1 to 15 minutes
3.16 to 30 minutes
4.31 to 45 minutes
5.46 to 60 minutes
6.61 minutes to 120 minutes
7.More than 120 minutes (more than 2 hours)

Amount of time the child plays video games P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).
HEQ HEQ274b Pre-unit “Minutes:” _x000D_
_x000D_
Watermark "Enter minutes"
Amount of time the child plays video games P-RQ2




Yes
Incorporated into HEQ274a.
HEQ HEQ274c Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her} something, like math or reading skills?”_x000D_
----_x000D_
1. Never_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
How often the child uses a home computer/digital device for educational purposes P-RQ2 HEQ274c Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her/them} something, like math or reading skills?”_x000D_
----_x000D_
1. Never_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
How often the child uses a home computer/digital device for educational purposes P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).





HEQ285 Question “Are there family rules about how many hours {CHILD} may spend on screen time?”


1. Yes
2. No

How often the child uses a home computer/digital device for educational purposes P-RQ2 Yes

Added to spring 1, from spring K, to collect information about technology and screen time over time as children age across the elementary school years.





HEQ285a Question “In what ways do you limit {CHILD}'s screen time? Please select all that apply.”


1. With a device or app
2. Ask {CHILD} to end screen time
3. Redirect {CHILD} to other activity
4. Take away the device from {CHILD}
91. Other

How often the child uses a home computer/digital device for educational purposes P-RQ2 Yes

Added to spring 1, from spring K, to collect information about technology and screen time over time as children age across the elementary school years.
HEQ HEQ280 Question “Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject, such as reading, math, science, or a foreign language?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Tutoring P-RQ5 HEQ280 Question “Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject? Please select all that apply.”
----
1. Reading
2. Math
3. Science
4. Foreign language
5. Other
6. None of the above. Child is not tutored on a regular basis, by anyone other than me or a family member.
Tutoring P-RQ5

Yes Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287.
HEQ HEQ287 Question: “What is {CHILD} tutored in?”_x000D_
_x000D_
InstResp "Select all that apply."_x000D_
----_x000D_
1. Reading_x000D_
2. Math_x000D_
3. Science_x000D_
4. Foreign language_x000D_
91. Other (Please specify):_x000D_
Tutoring P-RQ2




Yes
Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287.
HEQ HEQ287OS
Other specify for tutoring P-RQ2




Yes
Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287.
HEQ HEQ288 Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities?”_x000D_
_x000D_
InstResp "Select all that apply."_x000D_
----_x000D_
1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_
2. Dance groups, classes, or lessons_x000D_
3. Music, for example, piano, instrumental music, or singing lessons_x000D_
4. Drama groups, classes, or lessons_x000D_
5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_
6. Craft groups, classes, or lessons_x000D_
7. Language groups, classes, or lessons (to learn English or another language)_x000D_
8. None of the above_x000D_
Children’s organized activities (sports, music, art, etc.) P-RQ2 HEQ288 Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities? Please select all that apply."
_x000D_
----_x000D_
1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_
2. Dance groups, classes, or lessons_x000D_
3. Music, for example, piano, instrumental music, or singing lessons_x000D_
4. Drama groups, classes, or lessons_x000D_
5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_
6. Craft groups, classes, or lessons_x000D_
7. Language groups, classes, or lessons (to learn English or another language)_x000D_
8. None of the above_x000D_
Children’s organized activities (sports, music, art, etc.) P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).
HEQ HEQ399 Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_
----_x000D_
1. Never_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
Outside play and perception of how safe it is for children to play outside P-RQ2 HEQ399 Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_
----_x000D_
1. Never_x000D_
2. Once or twice a week_x000D_
3. 3 to 6 times a week_x000D_
4. Every day_x000D_
Outside play and perception of how safe it is for children to play outside P-RQ2



HEQ HEQ400 Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_
----_x000D_
1. Not at all safe_x000D_
2. Somewhat safe_x000D_
3. Very safe_x000D_
Outside play and perception of how safe it is for children to play outside, neighborhood safety P-RQ2 HEQ400 Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_
----_x000D_
1. Not at all safe_x000D_
2. Somewhat safe_x000D_
3. Very safe_x000D_
Outside play and perception of how safe it is for children to play outside, neighborhood safety P-RQ2



HEQ HEQ520 Question “In a typical week, on how many days does your family eat a meal together?”_x000D_
_x000D_
InstResp “By family, we mean at least one adult and one child.”_x000D_
_x000D_
Pre-unit “Days:”_x000D_
_x000D_
Watermark "Number of days"
Frequency with which the family eats meals together P-RQ2 HEQ520 Question “In a typical week, on how many days does your family eat any meal together?”_x000D_
_x000D_
_x000D_
Pre-unit “Days:”_x000D_
_x000D_
Watermark "Number of days"
Frequency with which the family eats meals together P-RQ2

Yes Revised to include more instructions in the question stem (also to be consistent with spring K national).
HEQ HEQ521 Question “In a typical week, on how many days does your family eat the evening meal together?”_x000D_
_x000D_
InstResp “By family, we mean at least one adult and one child.”_x000D_
_x000D_
Pre-unit “Days:”_x000D_
_x000D_
Watermark "Number of days"
Frequency with which the family eats meals together P-RQ2




Yes
Dropped. Focusing collection on at least one meal (HEQ520) instead of a specific meal.
HEQ HEQ595 Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_
----_x000D_
1. Yes, {CHILD} has a usual bedtime._x000D_
2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_
Hours of child sleep and whether child has regular bedtime P-RQ2 HEQ595 Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_
----_x000D_
1. Yes, {CHILD} has a usual bedtime._x000D_
2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_
Hours of child sleep and whether child has regular bedtime P-RQ2



HEQ HEQ600a Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_
_x000D_
Pre-unit “Hours:” _x000D_
_x000D_
Watermark "Enter hours"
Hours of child sleep and whether child has regular bedtime P-RQ2 HEQ600a Question “On an average school night, how many hours of sleep does {CHILD} get?”

1. Less than 6 hours
2. 6 hours to 7 hours
3. More than 7 hours to 8 hours
4. More than 8 hours to 9 hours
5. More than 9 hours to 10 hours
6. More than 10 hours
Hours of child sleep and whether child has regular bedtime P-RQ2

Yes Revised response options to make them more clear and mutually exclusive.
HEQ HEQ600b Pre-unit “Minutes:” _x000D_
_x000D_
Watermark "Enter minutes"
Hours of child sleep and whether child has regular bedtime P-RQ2




Yes
Incorporated into HEQ600a.
SSQ SSQ010a Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010a Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010b Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010b Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010c Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010c Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010d Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010d Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010e Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010e Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010f Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010f Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010g Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010g Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010h Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5 SSQ010h Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5



SSQ SSQ010i Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5 SSQ010i Item wording is redacted due to copyright Social interaction P-RQ2, P-RQ5



SSQ SSQ010j Question "Keeps working at something until {he/she/they} {is/are} finished."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010j Question "Keeps working at something until {he/she/they} {is/are} finished."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010k Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5 SSQ010k Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5



SSQ SSQ010l Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5 SSQ010l Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5



SSQ SSQ010m Question "{(Continued) }Please indicate how often {CHILD} acts in the following ways. _x000D_
_x000D_
Shows interest in a variety of things."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010m Question "{(Continued) }Please indicate how often {CHILD} acts in the following ways. _x000D_
_x000D_
Shows interest in a variety of things."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010n Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5 SSQ010n Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5



SSQ SSQ010o Question "Concentrates on a task and ignores distractions."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010o Question "Concentrates on a task and ignores distractions."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010p Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5 SSQ010p Item wording is redacted due to copyright Self-control P-RQ2, P-RQ5



SSQ SSQ010q Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010q Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010r Question "Helps with chores."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010r Question "Helps with chores."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010s Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010s Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010t Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5 SSQ010t Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5



SSQ SSQ010u Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010u Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010v Question "Is eager to learn new things."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010v Question "Is eager to learn new things."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010w Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5 SSQ010w Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5



SSQ SSQ010x Question "Is creative in work or in play."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5 SSQ010x Question "Is creative in work or in play."_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Approaches toward learning P-RQ2, P-RQ5



SSQ SSQ010y Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5 SSQ010y Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5



SSQ SSQ010z1 Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5 SSQ010z1 Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5



SSQ SSQ010z2 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z2 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z3 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z3 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z4 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z4 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z5 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z5 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z6 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z6 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z7 Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5 SSQ010z7 Item wording is redacted due to copyright Externalizing problem behaviors: Impulsive/Overactive P-RQ2, P-RQ5



SSQ SSQ010z8 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z8 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ010z9 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5 SSQ010z9 Item wording is redacted due to copyright Internalizing problem behaviors: Sad/Lonely P-RQ2, P-RQ5



SSQ SSQ020a Question "Please rate how true each of these statements is for {CHILD}._x000D_
_x000D_
When practicing an activity, has a hard time keeping {her/his} mind on it."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5 SSQ020a Question "Please rate how true each of these statements is for {CHILD}.

When practicing an activity, has a hard time keeping {her/his/their} mind on it."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Attention Focusing P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
SSQ SSQ020b Question "Will move from one task to another without completing any of them."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5 SSQ020b Question "Will move from one task to another without completing any of them."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Attention Focusing P-RQ2, P-RQ5



SSQ SSQ020c Question "When drawing or coloring in a book, shows strong concentration."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5 SSQ020c Question "When drawing or coloring in a book, shows strong concentration."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Attention Focusing P-RQ2, P-RQ5



SSQ SSQ020d Question "When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods of time."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5 SSQ020d Question "When building or putting something together, becomes very involved in what {he/she/they} {is/are} doing, and works for long periods of time."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Attention Focusing P-RQ2, P-RQ5



SSQ SSQ020e Question "Please rate how true each of these statements is for {CHILD}._x000D_
_x000D_
Is easily distracted when listening to a story."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5 SSQ020e Question "Please rate how true each of these statements is for {CHILD}.

Is easily distracted when listening to a story."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Attention Focusing P-RQ2, P-RQ5



SSQ SSQ020f Question "Sometimes becomes absorbed in a picture book and looks at it for a long time."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Untrue_x000D_
3. Somewhat untrue_x000D_
4. Neither untrue nor true_x000D_
5. Somewhat true_x000D_
6. True_x000D_
7. Extremely true_x000D_
Attention Focusing P-RQ2, P-RQ5




Yes
Based on field test responses, within a factor analysis SSQ020f does not load with the other items in the SSQ020 scale. Therefore dropping SSQ020f.
SSQ SSQ025a Question "Please rate how true each of these statements is for {CHILD}. _x000D_
_x000D_
Can wait before entering into new activities if asked to."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025a Question "Please rate how true each of these statements is for {CHILD}.

Can wait before entering into new activities if asked to."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ025b Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025b Question "Plans for new activities or changes in routine to make sure {he/she/they} {has/have} what will be needed."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.

The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ025c Question "Has trouble sitting still when told to (story time, etc.)."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025c Question "Has trouble sitting still when told to (story time, etc.)."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ025d Question "Is good at following instructions."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025d Question "Is good at following instructions."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ025e Question "Please rate how true each of these statements is for {CHILD}. _x000D_
_x000D_
Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025e Question "Please rate how true each of these statements is for {CHILD}.

Approaches places that {he/she/they} {thinks/think} might be "risky" slowly and cautiously."
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.

The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ025f Question "Can easily stop an activity when told "no.""_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Somewhat untrue_x000D_
3. Neither untrue nor true_x000D_
4. Somewhat true_x000D_
5. Extremely true_x000D_
Inhibitory Control P-RQ2, P-RQ5 SSQ025f Question "Can easily stop an activity when told "no.""
----
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Inhibitory Control P-RQ2, P-RQ5

Yes The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020.
SSQ SSQ030a Question “How much do you agree or disagree with the following statements about {CHILD}._x000D_
_x000D_
{CHILD} becomes sad when other children are sad.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Affective empathy P-RQ2, P-RQ5




Yes
Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey.
SSQ SSQ030b Question “{CHILD} gets upset seeing another child being punished for being naughty.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Affective empathy P-RQ2, P-RQ5




Yes
Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey.
SSQ SSQ030c Question “{CHILD} seems to react to the moods of people around {him/her}.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Affective empathy P-RQ2, P-RQ5




Yes
Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey.
SSQ SSQ030d Question “{CHILD} gets upset when another person is acting upset.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Affective empathy P-RQ2, P-RQ5




Yes
Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey.
SSQ SSQ030e Question “{CHILD} cries or gets upset when seeing another child cry.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Affective empathy P-RQ2, P-RQ5




Yes
Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey.
SSQ SSQ035a Question "In the following items, please indicate on a scale from very unlikely to very likely the likelihood that you would respond in the ways listed for each item. _x000D_
_x000D_
If {CHILD} becomes angry because {he/she} is sick or hurt and can't go to {his/her} friend's birthday party, would you…_x000D_
_x000D_
Send {CHILD} to {his/her} room to cool off?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ035b Question "Get angry at {CHILD}?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ035c Question "Help {CHILD} think about ways that {he/she} can still be with friends (for example, invite some friends over after the party)?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ035d Question "Tell {CHILD} not to make a big deal out of missing the party?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ035e Question "Encourage {CHILD} to express {his/her} feelings of anger and frustration?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ035f Question "Soothe {CHILD} and do something fun with {him/her} to make {him/her} feel better about missing the party?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040a Question "For each of the following scenarios, please indicate how likely you would be to respond in the ways listed._x000D_
_x000D_
If {CHILD} is playing with other children and one of them calls {him/her} names, and {CHILD} then begins to tremble and become tearful, would you…_x000D_
_x000D_
Tell {CHILD} not to make a big deal out of it?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040b Question "Feel upset yourself?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040c Question "Tell {CHILD} to behave or you will have to go home right away?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040d Question “Help {CHILD} think of constructive things to do when other children tease {him/her} (for example, find other things to do)?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040e Question "Comfort {him/her} and play a game to take {his/her} mind off the upsetting event?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
SSQ SSQ040f Question "Encourage {him/her} to talk about how it hurts to be teased?”_x000D_
----_x000D_
1. Very unlikely_x000D_
2. Unlikely_x000D_
3. Somewhat unlikely_x000D_
4. Neither likely nor unlikely_x000D_
5. Somewhat likely_x000D_
6. Likely_x000D_
7. Very likely_x000D_
Emotional socialization P-RQ2, P-RQ5




Yes
These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test.
CFQ CFQ100 Question “Now, we'd like to ask some questions about your relationship with {NAME OF CURRENT PARTNER/your current spouse or partner}. Please describe your relationship.”_x000D_
----_x000D_
1. Very happy_x000D_
2. Fairly happy_x000D_
3. Not too happy_x000D_
Marital satisfaction P-RQ5




Yes
Could be seen as sensitive or outside the scope of a study focused on the educational experiences of children.
CFQ CFQ320a Question “Now we are going to show you some statements. Please select how true each statement is for you._x000D_
_x000D_
If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over with.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Always true_x000D_
Social support P-RQ5 CFQ320a Question “Now we are going to show you some statements. Please select how true each statement is for you.

If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over with.”
----
1. Never true
2. Sometimes true
3. Always true
Social support P-RQ5



CFQ CFQ320b Question “If I have an emergency and need cash, family or friends will loan it to me.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Always true_x000D_
Social support P-RQ5 CFQ320b Question “If I have an emergency and need cash, family or friends will loan it to me.”
----
1. Never true
2. Sometimes true
3. Always true
Social support P-RQ5



CFQ CFQ320c Question “If I have troubles or need advice, I have someone I can talk to.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Always true_x000D_
Social support P-RQ5 CFQ320c Question “If I have troubles or need advice, I have someone I can talk to.”
----
1. Never true
2. Sometimes true
3. Always true
Social support P-RQ5



CCQ CCQ005 Question "Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis from someone other than {you/{his/her} {parents/guardians}}. This does not include occasional baby-sitting or back-up care providers." _x000D_
_x000D_
InstResp “Press Next to continue.”
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 CCQ005 Question “Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis. This includes child care with relatives, nonrelatives, day care centers, or before- or after-school programs at a school or in a center. This does not include care provided by parents and guardians, or occasional babysitting or back-up care providers.”


“Is {CHILD} now receiving child care on a regular basis including care provided before or after school?”
----
1. Yes
2. No
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3

Yes Added transition text to the section.





CCQ006 Question “Is {CHILD} now receiving child care on a regular basis? Please select all that apply.”
----
1. From a relative (for example, grandparents, siblings, or any relatives other than{you/{CHILD}'s {parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}.
2. From someone not related to {him/her/them}, within a private home (for example, family or in- home child care providers, regular sitters, or neighbors)? This does not include child care centers.
3. Within a day care center or a before- or after- school program at a school or non-school setting.
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 Yes

Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care).





CCQ007 Question "How many hours per week in total is {CHILD} in child care on a regular basis, including care provided before or after school?"

---

[enter number of hours]
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 Yes

Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care).





CCQ008 Question "In what setting does {CHILD} spend the most hours?'

---

[show the settings that the respondent indicated in CCQ006]
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 Yes

Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care).





CCQ009a During the school year, how much does your household pay on average per month for {CHILD}’s child care received on a regular basis? Please do not count any money that you may receive from others to help pay for child care and only consider the amount paid for {CHILD}.

---
$_ _ _ _ _
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 Yes

Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care).





CCQ009b During the summer (when school is not in session), how much does your household pay on average per month for {CHILD}’s child care received on a regular basis? Please do not count any money that you may receive from others to help pay for child care and only consider the amount paid for {CHILD}.

---
$_ _ _ _ _

___ {CHILD} not in child care on a regular basis during the summer (when school is not in session)
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) P-RQ1, P-RQ2, P-RQ3 Yes

Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ010 Question "Is {CHILD} now receiving care from a relative on a regular basis including care provided before or after school? This may include care provided by grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians}}. _x000D_
_x000D_
InstResp “Do not include care from parents or guardians, even if they do not live with {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in ECE, by type of arrangement (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ060 Question “How many different regular care arrangements do you currently have with relatives?”_x000D_
_x000D_
InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_
----_x000D_
1. One_x000D_
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Number of ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ065 Question "{We'd like to know more about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for {CHILD}?" _x000D_
_x000D_
InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_
----_x000D_
1. Grandparent_x000D_
2. Aunt_x000D_
3. Uncle_x000D_
4. Brother_x000D_
5. Sister_x000D_
6. Another relative_x000D_
Participation in ECE, by type of arrangement (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ070 Question "Is the care provided by {{CHILD}'s {RELATIVE}/ that relative} in your home or another home?”_x000D_
----_x000D_
1. Own home_x000D_
2. Other home_x000D_
3. Both/Varies_x000D_
Participation in ECE, by type of arrangement (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ075 Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Before school_x000D_
2. After school_x000D_
3. Weekends_x000D_
Participation in ECE, by type of arrangement (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ085 Question "How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?” _x000D_
_x000D_
InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_
_x000D_
“Watermark “Days per week"
Time the child spends in ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ090 Question "How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?”_x000D_
_x000D_
InstResp “Please round to the nearest hour._x000D_
_x000D_
If the schedule changes, answer based on the schedule kept most often.”_x000D_
_x000D_
Watermark “Hours per week”
Time the child spends in ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ092 Question "Is there any charge or fee for the care {CHILD} receives from {{his/her} {RELATIVE}/that relative}, paid either by you or someone else?”_x000D_
_x000D_
InstResp “Please only think about the relative who provides the most care for {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ093 Question "Do any of the following people or organizations help to pay for {{his/her} {RELATIVE}/that relative} to care for {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_
2. Temporary Assistance for Needy Families, or TANF_x000D_
3. Another social service or welfare agency_x000D_
4. An employer_x000D_
5. No one else helps to pay for this_x000D_
91. Someone else (Please specify):_x000D_
Payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ093OS
Other specify for payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ094 Question "How much does your household pay for {CHILD}’s {RELATIVE}/that relative} to care for {him/her}, not counting any money that you may receive from others to help pay for care?”_x000D_
_x000D_
InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_
_x000D_
Pre-unit “Dollars:”_x000D_
_x000D_
Watermark “Enter number”
Payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ095 Pre-unit “Unit:”_x000D_
----_x000D_
1. Per hour_x000D_
2. Per day_x000D_
3. Per week_x000D_
4. Every two weeks_x000D_
5. Per month_x000D_
6. Per year_x000D_
91. Other (Please specify):_x000D_
Payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ095OS
Other specify for payment for current ECE arrangements unit (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ096 Question "How many children is this amount for, including {CHILD}?”_x000D_
----_x000D_
1. {CHILD} only_x000D_
2. {CHILD} + 1 more (2 total)_x000D_
3. {CHILD} + 2 more (3 total)_x000D_
4. {CHILD} + 3 or more (4 or more total)_x000D_
Payment for current ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ110 Question "You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis. How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?” _x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark “Hours per week”
Time the child spends in ECE arrangements (relative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ115 Question "{Now we'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is not related to {him/her} (including care provided before or after school)? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.} "_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in ECE, by type of arrangement (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ165 Question "How many different regular care arrangements do you currently have with nonrelatives?”_x000D_
----_x000D_
1. One_x000D_
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Number of ECE arrangements, by type of arrangement (eg, nonrelative nonnonrelative center-based) (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ170 Question "{We’d like to know more about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your home or another home?”_x000D_
----_x000D_
1. Own home_x000D_
2. Other home_x000D_
3. Both/Varies_x000D_
Participation in ECE, by type of arrangement (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ175 Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Before school_x000D_
2. After school_x000D_
3. Weekends_x000D_
Participation in ECE, by type of arrangement (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ185 Question "How many days each week does {CHILD} receive care from that person?”_x000D_
_x000D_
InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_
_x000D_
Watermark “Days per week”
Time the child spent in ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ190 Question "How many hours each week does {CHILD} receive care from that person?_x000D_
_x000D_
Hours:"_x000D_
_x000D_
InstResp “Please round to the nearest hour."_x000D_
_x000D_
If the schedule changes, answer based on the schedule kept most often.”_x000D_
_x000D_
Watermark “Hours per week”
Time the child spent in ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ192 Question "Is there any charge or fee for the care {CHILD} receives from this nonrelative, paid either by you or someone else?”_x000D_
_x000D_
InstResp “Please only think about the nonrelative who provides the most care for {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ193 Question "Do any of the following people or organizations help to pay for this nonrelative to care for {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_
2. Temporary Assistance for Needy Families, or TANF_x000D_
3. Another social service or welfare agency_x000D_
4. An employer_x000D_
5. No one else helps to pay for this_x000D_
91. Someone else (Please specify):_x000D_
Payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ193OS
Other specify for payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ194 Question "How much does your household pay this person to care for {CHILD}, not counting any money that you may receive from others to help pay for care?”_x000D_
_x000D_
InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_
_x000D_
Pre-unit “Dollars:”_x000D_
_x000D_
Watermark “Enter number”
Payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ195 Pre-unit “Unit:”_x000D_
----_x000D_
1. Per hour_x000D_
2. Per day_x000D_
3. Per week_x000D_
4. Every two weeks_x000D_
5. Per month_x000D_
6. Per year_x000D_
91. Other (Please specify):_x000D_
Payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ195OS
Other specify for payment for current ECE arrangements unit (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ196 Question "How many children is this amount for, including {CHILD}?”_x000D_
----_x000D_
1. {CHILD} only_x000D_
2. {CHILD} + 1 more (2 total)_x000D_
3. {CHILD} + 2 more (3 total)_x000D_
4. {CHILD} + 3 or more (4 or more total)_x000D_
Payment for current ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3





Yes Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ205 Question "You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis in a private home. How many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?”_x000D_
_x000D_
InstResp "Please round to the nearest hour."_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark “Hours per week”
Time the child spends in ECE arrangements (nonrelative) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ260 Question “{The next questions are about any care {CHILD} receives from day care centers or before- or after-school programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in a center on a regular basis?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in ECE, by type of arrangement (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ325 Question “How many different day care centers or before- or after-school care programs does {CHILD} currently go to on a regular basis?”_x000D_
----_x000D_
1. One_x000D_
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Number of ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ330 Question "{The next questions are about the program where {CHILD} spends the most time now.} Is that program located in the school {CHILD} attends?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in ECE, by type of arrangement (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ335 Question "Does {CHILD} go to that program before school, after school, or on weekends?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Before school_x000D_
2. After school_x000D_
3. Weekends_x000D_
Participation in ECE, by type of arrangement (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ350 Question "How many days each week does {CHILD} go to that program?”_x000D_
_x000D_
InstResp “If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_
_x000D_
If the schedule changes, answer for the arrangement where the most time is spent.”_x000D_
_x000D_
Days:"_x000D_
_x000D_
Watermark "Days per week"
Time the child spent/spends in ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ355 Question "Other than regular school hours, how many hours each week does {CHILD} go to that program?”_x000D_
_x000D_
InstResp “Please round to the nearest hour._x000D_
_x000D_
If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_
_x000D_
If the schedule changes, answer for the arrangement where the most time is spent.” _x000D_
_x000D_
Pre-unit "Hours:" _x000D_
_x000D_
Watermark "Hours per week"
Time the child spent/spends in ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ365 Question "Is there any charge or fee for that program, paid either by you or someone else?”_x000D_
_x000D_
InstResp “Please only think about the program that provides the most care for {CHILD}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ370 Question "Do any of the following people or organizations help to pay for {CHILD} to go to that program?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_
2. Temporary Assistance for Needy Families, or TANF_x000D_
3. Another social service or welfare agency_x000D_
4. An employer_x000D_
5. No one else helps to pay for this_x000D_
91. Someone else (Please specify):_x000D_
Payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ370OS
Other specify for payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ371 Question "How much does your household pay for {CHILD} to go to that program, not counting any money that you may receive from others to help pay for care?”_x000D_
_x000D_
InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_
_x000D_
Pre-unit “Dollars:”_x000D_
_x000D_
Watermark “Enter number”
Payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ372 Pre-unit “Unit:”_x000D_
----_x000D_
1. Per hour_x000D_
2. Per day_x000D_
3. Per week_x000D_
4. Every two weeks_x000D_
5. Per month_x000D_
6. Per year_x000D_
91. Other (Please specify):_x000D_
Payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ372OS
Other specify payment for current ECE arrangements unit (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ373 Question "How many children is this amount for, including {CHILD}?”_x000D_
----_x000D_
1. {CHILD} only_x000D_
2. {CHILD} + 1 more (2 total)_x000D_
3. {CHILD} + 2 more (3 total)_x000D_
4. {CHILD} + 3 or more (4 or more total)_x000D_
Payment for current ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
CCQ CCQ375 Question "You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school {program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these programs}?”_x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark “Hours per week”
Time the child spent/spends in ECE arrangements (center) P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).



Participation in ECE P-RQ1, P-RQ2, P-RQ3




Yes
Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care).
DWQ DWQ040 Question “For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_
_x000D_
Being a parent is harder than I thought it would be.”_x000D_
----_x000D_
1. Completely true_x000D_
2. Mostly true_x000D_
3. Somewhat true_x000D_
4. Not at all true_x000D_
Parenting stress P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ045 Question “{CHILD} does things that really bother me.”_x000D_
----_x000D_
1. Completely true_x000D_
2. Mostly true_x000D_
3. Somewhat true_x000D_
4. Not at all true_x000D_
Parenting stress P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ050 Question “I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.”_x000D_
----_x000D_
1. Completely true_x000D_
2. Mostly true_x000D_
3. Somewhat true_x000D_
4. Not at all true_x000D_
Parenting stress P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ060 Question “I often feel angry with {CHILD}.”_x000D_
----_x000D_
1. Completely true_x000D_
2. Mostly true_x000D_
3. Somewhat true_x000D_
4. Not at all true_x000D_
Parenting stress P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070a Question “Now, please consider how often each of these following statements are true for you._x000D_
_x000D_
Even if I am really busy, I make time to listen to {CHILD}.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070b Question “I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070c Question “I encourage {CHILD} to talk about {his/her} troubles.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070d Question “I encourage {CHILD} to tell me about {his/her} friends and activities.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070e Question “I encourage {CHILD} to express {his/her} opinions.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ070f Question “When I lose my patience with {CHILD}’s questions and demands, I just don’t listen to {CHILD} anymore.”_x000D_
----_x000D_
1. Never true_x000D_
2. Sometimes true_x000D_
3. Often true_x000D_
4. Very often true_x000D_
Parent-child communication P-RQ2, P-RQ5




Yes
Dropped due to concerns about social desirability bias.
DWQ DWQ077a Question “The following are a number of statements about your family. Please select how often it typically occurs in your home._x000D_
_x000D_
You threaten to punish {CHILD} and then do not actually punish {him/her}.”_x000D_
----_x000D_
1. Never_x000D_
2. Almost never_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Always_x000D_
Inconsistent discipline P-RQ2, P-RQ5




Yes
Dropped due to concerns about items being sensitive and prioritizing other constructs.
DWQ DWQ077b Question “{CHILD} talks you out of being punished after {he/she} has done something wrong.”_x000D_
----_x000D_
1. Never_x000D_
2. Almost never_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Always_x000D_
Inconsistent discipline P-RQ2, P-RQ5




Yes
Dropped due to concerns about items being sensitive and prioritizing other constructs.
DWQ DWQ077c Question “You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said.”_x000D_
----_x000D_
1. Never_x000D_
2. Almost never_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Always_x000D_
Inconsistent discipline P-RQ2, P-RQ5




Yes
Dropped due to concerns about items being sensitive and prioritizing other constructs.
CHQ CHQ010 Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_
_x000D_
How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_
----_x000D_
1. Never been to dentist or dental hygienist for dental care_x000D_
2. Less than 6 months_x000D_
3. 6 months to less than 1 year_x000D_
4. 1 year to 2 years_x000D_
5. More than 2 years_x000D_
Routine health and dental care P-RQ2 CHQ010 Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_
_x000D_
How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_
----_x000D_
1. Never been to dentist or dental hygienist for dental care_x000D_
2. Less than 6 months_x000D_
3. 6 months to less than 1 year_x000D_
4. 1 year to 2 years_x000D_
5. More than 2 years_x000D_
Routine health and dental care P-RQ2



CHQ CHQ020 Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_
_x000D_
InstResp “Routine health care may include check-ups or immunization appointments.”_x000D_
----_x000D_
1. Never had routine health care_x000D_
2. Less than 6 months_x000D_
3. 6 months to less than 1 year_x000D_
4. 1 year to 2 years_x000D_
5. More than 2 years_x000D_
Routine health and dental care P-RQ2 CHQ020 Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_
_x000D_
----_x000D_
1. Never had routine health care_x000D_
2. Less than 6 months_x000D_
3. 6 months to less than 1 year_x000D_
4. 1 year to 2 years_x000D_
5. More than 2 years_x000D_
Routine health and dental care P-RQ2

Yes Revised to include interview instruction in question text.
CHQ CHQ020b Question "Has {CHILD} ever had an ear infection?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ear infection history P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ020c Question "Has {CHILD} ever had an ear ache?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ear infection history P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ020d Question "How old was {CHILD} when {he/she} had {his/her} first {ear infection/ear ache}?_x000D_
_x000D_
Years:"_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Watermark “Enter age in years”
Ear infection history P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ020e Pre-unit “Months:”_x000D_
_x000D_
Watermark “Enter age in months”
Ear infection history P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ020f Question "Was {CHILD} less than 2 years old when {he/she} had {his/her} first {ear infection/ear ache}?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ear infection history P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ021 Question “Has {CHILD} had an ear infection since last spring?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ear infections since kindergarten P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ022 Question “Has {CHILD} had an ear ache since last spring?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ear infections since kindergarten P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ023 Question “Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_
_x000D_
Pre-unit “Times:”_x000D_
_x000D_
Watermark “Number of times”
Ear infections since kindergarten P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ024 Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since last spring?” _x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. No treatment/watch and wait_x000D_
2. Decongestants, antihistamines, or allergy medication_x000D_
3. Antibiotics_x000D_
4. Ear tubes were put into {CHILD}’s ears_x000D_
5. Analgesics (for example, fever reducer or pain reliever)_x000D_
6. Ear drops_x000D_
7. Flushing the ear, irrigation, or taking out ear wax_x000D_
8. Took out tonsils or adenoids_x000D_
9. Chiropractic treatments_x000D_
10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_
91. Other (Please specify):_x000D_
Treatments used for ear infections P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ024OS
Other specify for treatments used for ear infections P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ025 Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her} ears?” _x000D_
_x000D_
InstResp “Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.”_x000D_
----_x000D_
1. Right ear_x000D_
2. Left ear_x000D_
3. Both ears_x000D_
Treatments used for ear infections P-RQ2




Yes
NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade.
CHQ CHQ026 Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Asthma P-RQ2 CHQ026 Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?”
----
1. Yes
2. No
Asthma P-RQ2



CHQ CHQ027 Question “Does {he/she} receive treatment for this condition?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Asthma P-RQ2 CHQ027 Question “Does {CHILD} receive treatment for this condition?”
----
1. Yes
2. No
Asthma P-RQ2



CHQ CHQ030 Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill?”_x000D_
_x000D_
InstResp “This includes {Medicaid/ {or STATE NAME FOR MEDICAID}}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Health insurance coverage P-RQ2 CHQ030 Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill? This includes {Medicaid/{or STATE NAME FOR MEDICAID}}.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Health insurance coverage P-RQ2

Yes Revised to include interview instruction in question text.
CHQ CHQ060 Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_
_x000D_
Pre-unit “Days”_x000D_
_x000D_
Watermark “Number of days”
Exercise/physical activities P-RQ2 CHQ060 Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_
_x000D_
Pre-unit “Days”_x000D_
_x000D_
Watermark “Number of days”
Exercise/physical activities P-RQ2



CHQ CHQ086 Question “How tall is {CHILD} without shoes?” _x000D_
_x000D_
InstResp “Your best guess is fine.”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Answer in feet and inches_x000D_
2. Answer in meters and centimeters_x000D_
DON'T KNOW
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ086a Question “Please answer for how tall {CHILD} is in feet and inches without shoes. _x000D_
_x000D_
Unit "and"_x000D_
_x000D_
Watermark: “Enter feet”
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ086b Watermark “Enter inches” Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ086c Question “Please answer for how tall {CHILD} is in meters and centimeters without shoes.”_x000D_
_x000D_
Unit “and”_x000D_
_x000D_
Watermark “Enter meters”
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ086d Watermark “Enter centimeters” Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ087 Question “How much does {CHILD} weigh without shoes?”_x000D_
_x000D_
InstResp “Your best guess is fine.”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Answer in pounds_x000D_
2. Answer in kilograms_x000D_
DON'T KNOW
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ087a Question “Please answer for how much {CHILD} weighs in pounds without shoes.”_x000D_
_x000D_
Watermark: “Enter pounds”
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ087b Question “Please answer for how much {CHILD} weighs in kilograms without shoes._x000D_
_x000D_
Watermark: “Enter kilograms”
Parent report of child’s height and weight P-RQ2




Yes
Dropped, parents are poor reporters of this information.
CHQ CHQ092 Question “Before {CHILD} turned 3, did {he/she} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?”_x000D_
_x000D_
InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
History of receiving early intervention P-RQ1, P-RQ2 CHQ092 Question “Before {CHILD} turned 3, did {he/she/they} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?”

InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).”
----
1. Yes
2. No
History of receiving early intervention P-RQ1, P-RQ2



CHQ CHQ092a Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?"_x000D_
_x000D_
InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2 CHQ092a Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?"

InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).”
----
1. Yes
2. No
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2



CHQ CHQ093 Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?"_x000D_
_x000D_
InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
History of receiving early intervention P-RQ1, P-RQ2 CHQ093 Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?"

InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”
----
1. Yes
2. No
History of receiving early intervention P-RQ1, P-RQ2



CHQ CHQ093a Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?"_x000D_
_x000D_
InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2 CHQ093a Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?"

InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”
----
1. Yes
2. No
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2



CHQ CHQ094 Question "Has {CHILD} ever received any services through a 504 plan?"_x000D_
_x000D_
InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
History of receiving early intervention P-RQ1, P-RQ2 CHQ094 Question "Has {CHILD} ever received any services through a 504 plan?"

InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”
----
1. Yes
2. No
History of receiving early intervention P-RQ1, P-RQ2



CHQ CHQ094a Question "Is {CHILD} currently receiving any services through a 504 plan?"_x000D_
_x000D_
InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2 CHQ094a Question "Is {CHILD} currently receiving any services through a 504 plan?"

InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”
----
1. Yes
2. No
Current receipt of services through an IFSP, IEP, or 504 plan P-RQ1, P-RQ2



CHQ CHQ095 Question “For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. _x000D_
_x000D_
{CHILD} is independent and takes care of {himself/herself} ...”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Child’s independence and ability to take care of him/herself P-RQ2




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ100 Question “{CHILD} pays attention …”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Behavioral and attention problems P-RQ2




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ105 Question “{CHILD} learns, thinks, and solves problems …”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Learning problems P-RQ2




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ106 Question “{CHILD} shows good coordination in moving {his/her} arms and legs…”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Coordination problems P-RQ2




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ107 Question “{CHILD} behaves and relates to other children…”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Behavioral and attention problems P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ108 Question “{CHILD} behaves and relates to adults ...”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Behavioral and attention problems P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ109 Question “Thinking about {CHILD}'s overall activity level, would you say {he/she} is …”_x000D_
----_x000D_
1. Less active than other children of {his/her} age?_x000D_
2. About as active?_x000D_
3. Slightly more active?_x000D_
4. A lot more active than other children of {his/her} age?_x000D_
Activity level P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ110 Question “Does {CHILD} have any emotional or psychological difficulties?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Emotional or psychological difficulties P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ111 Question “Do you think {CHILD}’s emotional or psychological difficulties are a mild problem, a moderate problem, or a severe problem?”_x000D_
----_x000D_
1. Mild problem_x000D_
2. Moderate problem_x000D_
3. Severe problem_x000D_
Emotional or psychological difficulties P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ115 Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of an issue with {independence and taking care of {himself/herself}{,} {or}/paying attention{,} {or}/learning, thinking, and solving problems{,} {or}/ coordination in moving {his/her} arms and legs{,} {or}/behaving and relating to other children{,} {or}/ behaving and relating to adults{,} {or}/{his/her} overall activity level{,} {or}/{his/her} emotional or psychological difficulties}?”_x000D_
_x000D_
InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ120 Question “{Since last spring, have you obtained/Did you obtain} a diagnosis or diagnoses of a problem from a professional?”_x000D_
_x000D_
InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Similar to approach in kindergarten, combining this basic information into CHQ125.
CHQ CHQ125 Question “What was the diagnosis or were the diagnoses?” _x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_
2. Attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)_x000D_
3. Developmental delay_x000D_
4. Asperger’s syndrome/autism/pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_
5. Intellectual or cognitive disability_x000D_
6. Orthopedic impairment_x000D_
7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_
8. Traumatic brain injury_x000D_
9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_
91. Other (Please specify):_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ125 Question “Now we have some questions about diagnoses from a professional._x000D_
_x000D_
Has {CHILD} ever been diagnosed by a professional with any of the following? Please select all that apply.”_x000D_
----_x000D_
1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_
2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_
3. Developmental delay_x000D_
4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_
5. Intellectual or cognitive disability_x000D_
6. Orthopedic impairment_x000D_
7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_
8. Traumatic brain injury_x000D_
9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_
10. None of the above_x000D_
91. Other diagnosis of a social, emotional, or behavioral issue {(Please specify):/(Please specify on next screen.)}:_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to add category 10 (revised to be like spring K national).
CHQ CHQ125OS
Other specify for diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ125OS [other specify for CHQ125] Other specify for diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ125a Question “What type of learning disability does {CHILD} have?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Dyslexia_x000D_
2. Dyscalculia_x000D_
3. Dysgraphia_x000D_
91. Other (Please specify):_x000D_
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ125a Question “What type of learning disability does {CHILD} have? Please select all that apply.”
----_x000D_
1. Dyslexia_x000D_
2. Dyscalculia_x000D_
3. Dysgraphia_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented in the same was as spring kindergarten national.
CHQ CHQ125aOS
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ125aOS [other specify for CHQ125a] Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ126 Question “What type of autistic spectrum disorder does {CHILD} have?”_x000D_
----_x000D_
1. Asperger's syndrome_x000D_
2. Autism_x000D_
3. Pervasive developmental disorder (PDD)_x000D_
4. Rett syndrome_x000D_
5. Childhood disintegrative disorder (CDD)_x000D_
91. Other (Please specify):_x000D_
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ126 Question “What type of autism spectrum disorder does {CHILD} have?”
----
1. Diagnosis not yet determined.
2. Asperger's syndrome
3. Autism
4. Pervasive developmental disorder (PDD)
5. Rett syndrome
6. Childhood disintegrative disorder (CDD)
91. Other {(Please specify):/(Please specify on next screen.)}:
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Added a response option for "Diagnosis not yet determined."
CHQ CHQ126OS
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ126OS [other specify for CHQ126] Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ127 Question: “What type of emotional disturbance does {CHILD} have?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Panic disorder_x000D_
2. Separation anxiety disorder_x000D_
3. Obsessive compulsive disorder_x000D_
4. Generalized anxiety disorder_x000D_
5. Other anxiety disorder_x000D_
6. Bipolar disorder_x000D_
7. Depression_x000D_
8. Oppositional defiant disorder (ODD)_x000D_
9. Eating disorders_x000D_
10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_
11. Schizophrenia_x000D_
91. Other (Please specify):_x000D_
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ127 Question “What type of emotional disturbance does {CHILD} have? Please select all that apply.”
----_x000D_
1. Panic disorder_x000D_
2. Separation anxiety disorder_x000D_
3. Obsessive compulsive disorder_x000D_
4. Generalized anxiety disorder_x000D_
5. Other anxiety disorder_x000D_
6. Bipolar disorder_x000D_
7. Depression_x000D_
8. Oppositional defiant disorder (ODD)_x000D_
9. Eating disorders_x000D_
10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_
11. Schizophrenia_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_
Other specfiy for diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented in the same way as spring kindergarten national.
CHQ CHQ127OS
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ127OS [other specify for CHQ127] Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ130 Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ130a Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”

InstResp "Please answer in years and months."
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to include CHQ130a and CHQ130b.
CHQ CHQ131a Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder /an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_
_x000D_
Months:”_x000D_
_x000D_
Watermark “Enter age in months”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Combined into CHQ130.
CHQ CHQ131b Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_
_x000D_
Years:”_x000D_
_x000D_
Watermark “Enter age in years”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Combined into CHQ130.
CHQ CHQ135a Question “What was the month and year when the diagnosis was made?” _x000D_
_x000D_
InstResp “If there was more than one diagnosis, report the earliest.”_x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ135a Question “What was the month and year when the diagnosis was made? _x000D_If there was more than one diagnosis, report the earliest.”_x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented in the same way as spring kindergarten national.
CHQ CHQ135b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ135b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ140 Question “Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/attention deficit disorder (ADD) / attention-deficit hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/intellectual or cognitive disability/orthopedic impairment/emotional disturbance/traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Prescription medications P-RQ2




Yes
Dropped, medication items are a lower priority.
CHQ CHQ155 Question “Is {CHILD} medicated for ADD or ADHD to help with behavior at school, at home, or both?”_x000D_
----_x000D_
1. At school_x000D_
2. At home_x000D_
3. Both at school and at home_x000D_
Prescription medications P-RQ2




Yes
Dropped, medication items are a lower priority.
CHQ CHQ173 Question “How long has {CHILD} taken such prescription medicine for {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder /intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}, in total?”_x000D_
----_x000D_
1. Less than one month_x000D_
2. Less than a year_x000D_
3. 1 to 2 years_x000D_
4. 3 to 4 years_x000D_
5. 5 years or more_x000D_
Prescription medications P-RQ2




Yes
Dropped, medication items are a lower priority.
CHQ CHQ200 Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others...”_x000D_
_x000D_
InstResp “If {CHILD} differs on any of these, answer for the area in which the child has the most difficulty.”_x000D_
----_x000D_
1. Better than other children {his/her} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Communication problems P-RQ2, P-RQ5 CHQ200 Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age.

{CHILD} pronounces words, communicates with, and understands others:”_x000D_
_x000D_
----_x000D_
1. Better than other children {his/her/their} age_x000D_
2. As well as other children_x000D_
3. Slightly less well than other children_x000D_
4. Much less well than other children_x000D_
Communication problems P-RQ2, P-RQ5

Yes Revised to be presented like spring K national.
CHQ CHQ205 Question “When {CHILD} was younger, did {he/she} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her} age?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5 CHQ205 Question “When {CHILD} was younger, did {he/she/they} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her/their} age?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
CHQ CHQ206a Question “Did or does {CHILD} have any of the following? _x000D_
_x000D_
Problem with talking too loudly”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5 CHQ206a Question “Did or does {CHILD} have any of the following? Please select all that apply.” _x000D_
_x000D_
1 Problem with talking too loudly
2 Problem with talking too softly
3 A problem chewing
4 A problem swallowing
5 A problem with stuttering
6 A cleft lip and/or palate
7 Abnormalities of the face or head
8 Malformation of the ear
9 None of the above
Communication problems P-RQ2, P-RQ5

Yes Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206b Question “Problem with talking too softly”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206c Question “A problem chewing”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206d Question “A problem swallowing”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206e Question “{Continued} Did or does {CHILD} have any of the following? _x000D_
_x000D_
A problem with stuttering”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206f Question “A cleft lip and/or palate”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206g Question “Abnormalities of the face or head”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ206h Question “Malformation of the ear”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication problems P-RQ2, P-RQ5




Yes
Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply.
CHQ CHQ210 Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of {his/her} ability to communicate?” _x000D_
_x000D_
InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ210 Question “Has {CHILD} ever been evaluated by a professional because of {his/her/their} ability to communicate?” _x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented like spring K national.
CHQ CHQ215 Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ215 Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ216 Question “Which best describes {CHILD}’s hearing?”_x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Excellent_x000D_
2. Good_x000D_
3. A little trouble hearing_x000D_
4. Moderate trouble hearing_x000D_
5. A lot of trouble hearing_x000D_
6. Deaf_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ217 Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_
_x000D_
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ218 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ219 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.” _x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ220 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear.” _x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ221 Question “Is {CHILD}’s hearing worse in one ear?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ222 Question “Which best describes {CHILD}'s hearing in {his/her} worse ear?” _x000D_
_x000D_
InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_
----_x000D_
1. Excellent_x000D_
2. Good_x000D_
3. A little trouble hearing_x000D_
4. Moderate trouble hearing_x000D_
5. A lot of trouble hearing_x000D_
6. Deaf_x000D_
Vision and hearing problems P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ235 Question “{Since last spring has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?”_x000D_
_x000D_
InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional._x000D_
_x000D_
For the hearing and vision questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ235 Question “{Since last spring has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?”_x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ245 Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Awaiting evaluation_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ245 Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Awaiting evaluation_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ246 Question “What was the diagnosis?” _x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. Ear wax_x000D_
2. Ear canal deformity_x000D_
3. Ear infection_x000D_
4. Fluid in the ear_x000D_
5. Eardrum problem_x000D_
6. Illness_x000D_
7. Cytomegalovirus (CMV)_x000D_
8. Ototoxic exposure to drugs or medicines_x000D_
9. Noise exposure_x000D_
10. Genetic cause_x000D_
11. Injury or trauma to head and neck_x000D_
12. Ear or facial surgery_x000D_
13. Nerve deafness_x000D_
14. Central auditory processing disorder_x000D_
15. Deafness_x000D_
16. Hearing loss, cause unknown_x000D_
91. Other (Please specify):_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ246OS
Other specify for diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ250a Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_
_x000D_
SaVisble “True”_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ250a Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her/their} {ability to communicate/hearing} was made?”

InstResp "Please answer in years and months."
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Reformatted presentation of information to combine all parts of CHQ250 into one question.
CHQ CHQ250b Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_
_x000D_
Pre-unit: “Months:”_x000D_
_x000D_
Watermark “Enter months”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Reformatted presentation of information to combine all parts of CHQ250 into one question.
CHQ CHQ250c Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?_x000D_
_x000D_
Years:”_x000D_
_x000D_
Watermark: “Enter years”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Reformatted presentation of information to combine all parts of CHQ250 into one question.
CHQ CHQ255a Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed?” _x000D_
_x000D_
InstResp “If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_
_x000D_
Watermark “Enter the month”_x000D_
_x000D_
“Don’t know”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ255a Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed? If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_
_x000D_
Pre-unit “Month:”

Watermark “Enter the month”_x000D_
_x000D_
“Don’t know”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ255b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ255b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ256 Question “{Since last spring, has {CHILD} gotten/Has {CHILD} ever worn} a hearing aid?”_x000D_
----_x000D_
1. Yes, currently_x000D_
2. Yes, in the past_x000D_
3. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ257a Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
InstResp “This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid.”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ257b Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
Pre-unit “Months:”_x000D_
_x000D_
Watermark “Enter months”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ257c Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
Pre-unit “Years:”_x000D_
_x000D_
Watermark “Enter years”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ258 Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_
----_x000D_
1. All of the time_x000D_
2. Most of the time_x000D_
3. Sometimes_x000D_
4. Rarely_x000D_
5. Never_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ259 Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid{s}. _x000D_
_x000D_
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ260 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ261 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ262 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ263 Question “{Since last spring has/Has} a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ264a Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ264b Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
Pre-unit “Months:”_x000D_
_x000D_
Watermark “Enter months”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ264c Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_
_x000D_
Pre-unit “Years:”_x000D_
_x000D_
Watermark “Enter years”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ270 Question “Does {CHILD} have a cochlear implant?”_x000D_
----_x000D_
1. Yes, one ear only – right ear_x000D_
2. Yes, one ear only – left ear_x000D_
3. Yes, in both ears_x000D_
4. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ271 Question “In what year was it implanted?”_x000D_
_x000D_
Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter year”_x000D_
_x000D_
“Don’t know”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ272a Question “How old was {CHILD} when it was implanted?”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ272b Question “How old was {CHILD}, in months, when it was implanted?”_x000D_
_x000D_
Pre-unit “Months:”_x000D_
_x000D_
Watermark “Enter months”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ272c Question “How old was {CHILD}, in years, when it was implanted?”_x000D_
_x000D_
Pre-unit “Years:”_x000D_
_x000D_
Watermark “Enter years”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ273 Question “In what years were they implanted?”_x000D_
_x000D_
Unit “and” _x000D_
_x000D_
Watermark “Enter year for left ear”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ274 Watermark “Enter year for right ear” Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ275a Question “{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ275b Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_
_x000D_
Pre-unit “Age in months:”_x000D_
_x000D_
Watermark “Enter age in months for left ear”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ275c Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_
_x000D_
Pre-unit “Age in years:”_x000D_
_x000D_
Watermark “Enter age in years for left ear”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ276b Question “And in the right ear?”_x000D_
_x000D_
Pre-unit “Age in months:”_x000D_
_x000D_
Watermark “Enter age in months for right ear”_x000D_
_x000D_
“Don’t know”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ276c Question “And in the right ear?”_x000D_
_x000D_
Pre-unit “Age in years:”_x000D_
_x000D_
Watermark “Enter age in years for right ear”
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ277 Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s). _x000D_
_x000D_
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ278 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ279 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ280 Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1.
CHQ CHQ285 Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Yes, seeing things up close_x000D_
2. Yes, seeing things in the distance_x000D_
3. Yes, both_x000D_
4. No_x000D_
DON'T KNOW
Vision and hearing problems P-RQ2, P-RQ5 CHQ285 Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Yes, seeing things up close_x000D_
2. Yes, seeing things in the distance_x000D_
3. Yes, both_x000D_
4. No_x000D_
DON'T KNOW
Vision and hearing problems P-RQ2, P-RQ5



CHQ CHQ290 Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5 CHQ290 Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”
----
1. Yes
2. No
DON'T KNOW
Vision and hearing problems P-RQ2, P-RQ5

Yes Revised to display a don't know option.



Vision and hearing problems P-RQ2, P-RQ5 CHQ290b Question “Was a school nurse the only professional who evaluated {CHILD}'s vision?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Vision and hearing problems P-RQ2, P-RQ5 Yes

Added to be consistent with how this was asked in spring K national.
CHQ CHQ300 Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Awaiting evaluation_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ300 Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Awaiting evaluation_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ301 Question “What was the diagnosis?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Nearsightedness (Myopia)_x000D_
2. Farsighted (Hyperopia)_x000D_
3. Color blindness or deficiency_x000D_
4. Astigmatism_x000D_
5. Crossed or wandering eye (Strabismus)_x000D_
6. Amblyopia or “lazy eye”_x000D_
7. Retinopathy_x000D_
8. Blindness_x000D_
9. Condition requiring glasses – Specific condition unspecified_x000D_
91. Other (Please specify):_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ301 Question “What was the diagnosis? Please select all that apply.”
----_x000D_
1. Nearsightedness (Myopia)_x000D_
2. Farsightedness (Hyperopia)_x000D_
3. Color blindness or deficiency_x000D_
4. Astigmatism_x000D_
5. Crossed or wandering eye (Strabismus)_x000D_
6. Amblyopia or “lazy eye”_x000D_
7. Retinopathy_x000D_
8. Blindness_x000D_
9. Condition requiring glasses – Specific condition unspecified_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented the same way as spring K national.
CHQ CHQ301OS
Other specify for diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ301OS [other specify for CHQ301] Other specify for diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ305a Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Answer in months_x000D_
2. Answer in years_x000D_
DON'T KNOW
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ305a Question “How old was {CHILD} when the first diagnosis of a problem was made?”

InstResp "Please answer in years and months."
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to combine CHQ305 into one question.
CHQ CHQ305b Question “How old was {CHILD}, in months, when the first diagnosis of a problem was made?”

Pre-unit “Months:”

Watermark “Enter months”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Revised to combine CHQ305 into one question.
CHQ CHQ305c Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_
_x000D_
Pre-unit “Years:”_x000D_
_x000D_
Watermark “Enter years”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5




Yes
Revised to combine CHQ305 into one question.
CHQ CHQ310a Question “What was the month and year the diagnosis was made?” _x000D_
_x000D_
InstResp “If there was more than one diagnosis, report the earliest.”_x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ310a Question “What was the month and year the diagnosis was made? If there was more than one diagnosis, report the earliest.”_x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5

Yes Revised to be presented the same way as spring K national.
CHQ CHQ310b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5 CHQ310b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Diagnoses of disabilities and health conditions P-RQ2, P-RQ5



CHQ CHQ311 Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5 CHQ311 Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her/their} vision?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
CHQ CHQ312 Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_
----_x000D_
1. All of the time_x000D_
2. Most of the time_x000D_
3. Sometimes_x000D_
4. Rarely_x000D_
5. Never_x000D_
6. Child does not have glasses or contacts_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5 CHQ312 Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_
----_x000D_
1. All of the time_x000D_
2. Most of the time_x000D_
3. Sometimes_x000D_
4. Rarely_x000D_
5. Never_x000D_
6. Child does not have glasses or contacts_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5



CHQ CHQ313 Question “Does {CHILD} have glasses or contact lenses?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5




Yes
Dropped to be consistent with how vision was collected in spring K national.
CHQ CHQ314 Question “Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?”_x000D_
----_x000D_
1. See things up close_x000D_
2. See things in the distance_x000D_
3. Both_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5 CHQ314 Question “Do {CHILD}’s glasses or contacts help {him/her/them} see things up close, see things in the distance, or both?”_x000D_
----_x000D_
1. See things up close_x000D_
2. See things in the distance_x000D_
3. Both_x000D_
Glasses, hearing aids, cochlear implants P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
CHQ CHQ330 Question “Would you say {CHILD}'s health is ...”_x000D_
----_x000D_
1. Excellent_x000D_
2. Very good_x000D_
3. Good_x000D_
4. Fair, or_x000D_
5. Poor?_x000D_
General health status P-RQ2, P-RQ5 CHQ330 Question “Would you say {CHILD}'s health is ...”_x000D_
----_x000D_
1. Excellent_x000D_
2. Very good_x000D_
3. Good_x000D_
4. Fair, or_x000D_
5. Poor?_x000D_
General health status P-RQ2, P-RQ5



CHQ CHQ340 Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_
_x000D_
InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ340 Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5

Yes Revised to be presented the same way as spring K national.
CHQ CHQ341 Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_
_x000D_
InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ341 Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5

Yes Revised to be presented the same way as spring K national.



Disability status P-RQ1, P-RQ2, P-RQ5 CHQ345 Question “For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs. Please select all that apply.”

----
1. Speech or language therapy
2. Occupational therapy
3. Physical therapy
4. Creative arts therapy
5. Vision services
6. Hearing services
7. Social work services
8. Psychological services
9. Home visits
10. Parent support or training
11. Special class with other children some or all of whom also had special needs
12. Private tutoring or school for learning problems
13. Instruction in Braille
14. Instruction in sign language, Cued Speech, ASL, total communication (TOCO)
91. Any other service {(Please specify):/(Please specify on next screen.)}
Disability status P-RQ1, P-RQ2, P-RQ5 Yes

Added to be consistent with how this was asked in spring K national.



Disability status P-RQ1, P-RQ2, P-RQ5 CHQ345os [other specify for CHQ345] Disability status P-RQ1, P-RQ2, P-RQ5 Yes

Added to be consistent with how this was asked in spring K national.



Disability status P-RQ1, P-RQ2, P-RQ5 CHQ375a Question “How old was {CHILD} when {this service/the earliest of these services} began?”

InstResp "Please answer in years and months."
Disability status P-RQ1, P-RQ2, P-RQ5 Yes

Added to be consistent with how this was asked in spring K national. Combined into one screen as with CHQ130 and 305 (other similar questions)





























Disability status P-RQ1, P-RQ2, P-RQ5 CHQ380a Question “What was the month and year when {{CHILD} first received {{NAME OF SINGLE SERVICE}/{this service}/{the first of these services began}}? _x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter the month”
Disability status P-RQ1, P-RQ2, P-RQ5 Yes

Added to be consistent with how this was asked in spring K national.
CHQ CHQ385 Question “Is {CHILD} still receiving any of these services?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ385 Question “Is {CHILD} still receiving {this service/any of these services}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5

Yes Revised to allow for singular service and plural services.
CHQ CHQ390a Question “What is the month and year when the last of these services was received?” _x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ390a Question “What was the month and year when {{CHILD} last received {NAME OF SINGLE SERVICE}/the last of these services was received}?” _x000D_
_x000D_
Pre-unit “Month:”_x000D_
_x000D_
Watermark “Enter month”
Services for disabilities P-RQ1, P-RQ2, P-RQ5

Yes Revised to be presented the same way as spring K national.
CHQ CHQ390b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter year”
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ390b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter year”
Services for disabilities P-RQ1, P-RQ2, P-RQ5



CHQ CHQ420 Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ420 Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she/they} participate in a special education program?”
----
1. Yes
2. No
Services for disabilities P-RQ1, P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
CHQ CHQ430 Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_
----_x000D_
1. Completely satisfied_x000D_
2. Very satisfied_x000D_
3. Fairly satisfied_x000D_
4. Somewhat satisfied_x000D_
5. Very dissatisfied_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5 CHQ430 Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_
----_x000D_
1. Completely satisfied_x000D_
2. Very satisfied_x000D_
3. Fairly satisfied_x000D_
4. Somewhat dissatisfied_x000D_
5. Very dissatisfied_x000D_
Services for disabilities P-RQ1, P-RQ2, P-RQ5



VIQ VIQ010 Question “Now we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Peer victimization P-RQ3 VIQ010 Question “Now we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?

In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”
----
1. Yes
2. No
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into the question stem).
VIQ VIQ020 Question “How often has this happened?” _x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Rarely_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Peer victimization P-RQ3 VIQ020 Question “How often has this happened?

In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”
----
1. Rarely
2. Sometimes
3. Often
4. Very often
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into the question stem).
VIQ VIQ021 Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Peer victimization P-RQ3 VIQ021 Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”

----
1. Yes
2. No
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
VIQ VIQ022 Question “How often has this happened?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Rarely_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Peer victimization P-RQ3 VIQ022 Question “How often has this happened?”

----
1. Rarely
2. Sometimes
3. Often
4. Very often
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
VIQ VIQ030 Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Peer victimization P-RQ3 VIQ030 Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”

----
1. Yes
2. No
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
VIQ VIQ040 Question “How often has this happened?”

InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”
----
1. Rarely
2. Sometimes
3. Often
4. Very often
Peer victimization P-RQ3 VIQ040 Question “How often has this happened?”

----
1. Rarely
2. Sometimes
3. Often
4. Very often
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
VIQ VIQ050 Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Peer victimization P-RQ3 VIQ050 Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”

----
1. Yes
2. No
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
VIQ VIQ060 Question “How often has this happened?”_x000D_
_x000D_
InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_
----_x000D_
1. Rarely_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
Peer victimization P-RQ3 VIQ060 Question “How often has this happened?”

----
1. Rarely
2. Sometimes
3. Often
4. Very often
Peer victimization P-RQ3

Yes Revised to be presented the same way as spring K national (moving text into help text).
PPQ PPQ220 Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_
----_x000D_
1. Excellent_x000D_
2. Very good_x000D_
3. Good_x000D_
4. Fair, or_x000D_
5. Poor?_x000D_
Respondent’s general health status P-RQ5 PPQ220 Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_
----_x000D_
1. Excellent_x000D_
2. Very good_x000D_
3. Good_x000D_
4. Fair, or_x000D_
5. Poor?_x000D_
Respondent’s general health status P-RQ5



PPQ PPQ225 Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_
----_x000D_
1. A lot of stress_x000D_
2. A moderate amount of stress_x000D_
3. Relatively little stress_x000D_
4. Almost no stress at all_x000D_
Overall life stress P-RQ5 PPQ225 Question “During the past 12 months, would you say that you experienced...?”
----
1. A lot of stress
2. A moderate amount of stress
3. Relatively little stress
4. Almost no stress at all
Overall life stress P-RQ5

Yes Revised to eliminate redundancy of response options appearing in question text and on screen as the response options.
PPQ PPQ226 Question “During the past 12 months, to what extent would you agree that the coronavirus pandemic has increased your amount of stress?”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Somewhat disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Somewhat agree_x000D_
5. Strongly agree_x000D_
Overall life stress P-RQ5




Yes
Dropped as calling out COVID-19 is not as relevant.
FDQ FDQ130a Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2021._x000D_
_x000D_
{I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ130a Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2024.

{I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”
----
1. Often true
2. Sometimes true
3. Never true
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5

Yes Revised time reference.
FDQ FDQ130b Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ130b Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5



FDQ FDQ130c Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ130c Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5



FDQ FDQ140 Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ140 Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ150 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ150 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ160 Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ160 Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ170 Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ170 Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ180 Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ180 Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ190 Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ190 Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ191 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ191 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ192a Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months}, that is, since last {CURRENT MONTH}, 2021, for {{CHILD}/children living in the household who are under 18 years old}._x000D_
_x000D_
{I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ192a Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months, that is, since last {CURRENT MONTH}, 2024, for {{CHILD}/children living in the household who are under 18 years old}.

{I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”
----
1. Often true
2. Sometimes true
3. Never true
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5

Yes Revised time reference.
FDQ FDQ192b Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ192b Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5



FDQ FDQ192c Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ192c Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_
----_x000D_
1. Often true_x000D_
2. Sometimes true_x000D_
3. Never true_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5



FDQ FDQ210 Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2021, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5 FDQ210 Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2024, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”
----
1. Yes
2. No
Ability to purchase food sufficient for family needs P-RQ2, P-RQ3, P-RQ5



FDQ FDQ240 Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ240 Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ242 Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ242 Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ243 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ243 Question “How often did this happen?”_x000D_
----_x000D_
1. Almost every month_x000D_
2. Some months, but not every month_x000D_
3. In only 1 or 2 months_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ250 Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5 FDQ250 Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Frequency that adults and children in the household do not have sufficient food P-RQ2, P-RQ3, P-RQ5



FDQ FDQ300 Question “During the last 6 months, did you or anyone in your household get free groceries or a free meal because of money problems related to the coronavirus pandemic?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Obtaining free groceries or meals P-RQ2, P-RQ3, P-RQ5




Yes
Dropped as calling out COVID-19 is not as relevant.
FDQ FDQ305 Question “Where did you get free groceries or free meals?”_x000D_
_x000D_
InstResp: Select all that apply._x000D_
----_x000D_
1. Free meals through the school or other programs aimed at children_x000D_
2. Food pantry or food bank_x000D_
3. Home-delivered meal service like Meals on Wheels_x000D_
4. Church, synagogue, temple, mosque or other religious organization_x000D_
5. Shelter or soup kitchen_x000D_
6. Other community program_x000D_
7. Family, friends, or neighbors_x000D_
Obtaining free groceries or meals P-RQ2, P-RQ3, P-RQ5




Yes
Dropped as calling out COVID-19 is not as relevant.
HRQ HRQ010 Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_
_x000D_
InstrResp “Please include parents who are deceased.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Whether child has biological or adoptive parents who are not currently living in the household P-RQ1, P-RQ2, P-RQ3 HRQ010 Question “Now we have some question about {CHILD}'s parents. Some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer. Does {CHILD} have any biological or adoptive parents who are not currently living in your household? Please include parents who are deceased.”
----
1. Yes
2. No
Whether child has biological or adoptive parents who are not currently living in the household P-RQ1, P-RQ2, P-RQ3

Yes Revised to be presented the same as spring K national (incorporate text into question stem).
HRQ HRQ015 Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_
_x000D_
InstrResp “Please include parents who are deceased._x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. Biological mother_x000D_
2. Biological father_x000D_
3. Adoptive mother_x000D_
4. Adoptive father_x000D_
Whether child has biological or adoptive parents who are not currently living in the household P-RQ1, P-RQ2, P-RQ3 HRQ015 Question ‘Which biological or adoptive parent(s) are not currently living in your household? Please include parents who are deceased.
Please select all that apply.”
----
1. Biological female parent
2. Biological male parent
3. Biological parent of another gender
4. Adoptive female parent
5. Adoptive male parent
6. adoptive parent of another gender
Whether child has biological or adoptive parents who are not currently living in the household P-RQ1, P-RQ2, P-RQ3

Yes Revised to be presented the same as spring K national (incorporate text into question stem).
HRQ HRQ030 We would like to ask a few questions about {CHILD}'s {biological/adoptive} {mother/father}. Is {CHILD}'s {biological/adoptive} {mother/father} currently living? _x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. The {biological/adoptive} {mother/ father} is unknown._x000D_
DON'T KNOW
Biological and adoptive parents’ vital status P-RQ1, P-RQ2, P-RQ3 HRQ030 {We would like to ask a few questions about {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender}.}

{We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.}

Is {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender} currently living?

SaVisible "True"
----
1. Yes
2. No
3. The {biological/adoptive} {female parent/male parent/parent of another gender} is unknown
DON'T KNOW
Biological and adoptive parents’ vital status P-RQ1, P-RQ2, P-RQ3

Yes Revised to be presented the same as spring K national (incorporate text into question stem).
HRQ HRQ040a What {was/is/} {CHILD}'s biological {mother’s/father’s} date of birth?_x000D_
_x000D_
Month:”_x000D_
_x000D_
InstResp “Please enter only the month and year.”_x000D_
_x000D_
Watermark “Enter the month”
Biological parents’ sex, age, and race/ethnicity P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ040b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Biological parents’ sex, age, and race/ethnicity P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ060 Question "How old {is/was} {CHILD}'s biological {mother/father} {when {he/she} died}?_x000D_
_x000D_
Years:”_x000D_
_x000D_
Watermark “Enter age in years”
Biological parents’ vital status P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ080a Question "What is {CHILD}'s biological {mother’s/father’s} date of death?”_x000D_
_x000D_
Pre-unit "Month:”_x000D_
_x000D_
InstResp “Please enter only the month and year.”_x000D_
_x000D_
Watermark “Enter the month”
Biological parents’ vital status P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ080b Pre-unit “Year:”_x000D_
_x000D_
Watermark “Enter the year”
Biological parents’ vital status P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ090 Question "{{Is/Was} {he/she} Hispanic or {Latino/Latina}?"_x000D_
_x000D_
InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Biological parents’ sex, age, and race/ethnicity P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
HRQ HRQ100 Question "What {is/was} {his/her} race? You may name one or more races to indicate what {he/she} {considers/considered} {himself/herself} to be.”_x000D_
_x000D_
InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. American Indian or Alaska Native_x000D_
2. Asian_x000D_
3. Black or African American_x000D_
4. Native Hawaiian or other Pacific Islander_x000D_
5. White_x000D_
Biological parents’ sex, age, and race/ethnicity P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
NRQ NRQ010 Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_
_x000D_
{We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_
_x000D_
Please press Next to continue.”
Introduction to nonresident parent section P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the historical household information.
NRQ NRQ040 Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?”_x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Less than one month_x000D_
2. More than a month but less than a year_x000D_
3. More than a year_x000D_
4. No contact since birth_x000D_
5. {Biological/Adoptive} {father/mother} is deceased_x000D_
6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_
7. {{CHILD} does not have an adoptive {mother/father}}_x000D_
8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_
DON'T KNOW
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household P-RQ1, P-RQ2, P-RQ3 NRQ040 Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender}?”_x000D_
----_x000D_
1. Less than one month_x000D_
2. More than a month but less than a year_x000D_
3. More than a year_x000D_
4. No contact since birth_x000D_
5. {Biological/Adoptive} {male parent/female parent/parent of another gender} is deceased_x000D_
6. {CHILD} has had no contact with {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender} since adoption_x000D_
7. {{CHILD} does not have an adoptive{male parent/female parent/parent of another gender}}_x000D_
8. CHILD}’s {biological/adoptive} {male parent/female parent/parent of another gender} is not known or was only a donor_x000D_
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household P-RQ1, P-RQ2, P-RQ3

Yes Revised to be presented the same as spring K national (incorporate text into question stem).
NRQ NRQ123 Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_
_x000D_
Pre-unit "Times:"_x000D_
_x000D_
Watermark "Number of times" _x000D_
_x000D_
SaVisible "True"
DON'T KNOW
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household P-RQ1, P-RQ2, P-RQ3




Yes
Dropped to focus on other constructs over the nonresident family member information.
PEQ PEQ020 Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}

What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {mother/father}} {have/has} completed?"
----
0. Never went to school
1. 1st grade
2. 2nd grade
3. 3rd grade
4. 4th grade
5. 5th grade
6. 6th grade
7. 7th grade
8. 8th grade
9. 9th grade
10. 10th grade
11. 11th grade
12. 12th grade but no diploma
13. High school equivalent/GED
14. High school diploma
15. Vocational or technical program after high school but no vocational/technical diploma
16. Vocational or technical program after high school, diploma
17. Some college but no degree
18. Associate's degree
19. Bachelor's degree
20. Graduate or professional school but no degree
21. Master's degree (MA, MS)
22. Doctorate degree (Ph.D, Ed.D)
23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)
Diplomas or degrees parent has obtained P-RQ1, P-RQ2 PEQ020 Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_
_x000D_
What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} {have/has} completed?"_x000D_
----_x000D_
0. Never went to school_x000D_
1. 1st grade_x000D_
2. 2nd grade_x000D_
3. 3rd grade_x000D_
4. 4th grade_x000D_
5. 5th grade_x000D_
6. 6th grade_x000D_
7. 7th grade_x000D_
8. 8th grade_x000D_
9. 9th grade_x000D_
10. 10th grade_x000D_
11. 11th grade_x000D_
12. 12th grade but no diploma_x000D_
13. High school equivalent/GED_x000D_
14. High school diploma_x000D_
15. Vocational or technical program after high school but no vocational/technical diploma_x000D_
16. Vocational or technical program after high school, diploma_x000D_
17. Some college but no degree_x000D_
18. Associate's degree_x000D_
19. Bachelor's degree_x000D_
20. Graduate or professional school but no degree_x000D_
21. Master's degree (MA, MS)_x000D_
22. Doctorate degree (Ph.D, Ed.D)_x000D_
23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)_x000D_
24. Don't know_x000D_
25. Rather not answer_x000D_
Diplomas or degrees parent has obtained P-RQ1, P-RQ2

Yes To be more inclusive, allowed for a third option for gender.
PEQ PEQ050 Question “{Now we have some questions about {CHILD}’s parents’ education.} {Are you/Is {NAME}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently attending or enrolled in any courses from a school, college, or university?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Parents’ current school attendance P-RQ1, P-RQ2 PEQ050 Question “{Are you/Is {INITIALS/NAME}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently attending or enrolled in any courses from a school, college, or university?”
----
1. Yes
2. No
Parents’ current school attendance P-RQ1, P-RQ2

Yes To be more inclusive, allowed for a third option for gender.
PEQ PEQ060 Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently taking courses full time or part time?”_x000D_
----_x000D_
1. Full-time_x000D_
2. Part-time_x000D_
Parents’ current school attendance P-RQ1, P-RQ2 PEQ060 Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently taking courses full time or part time?”_x000D_
----_x000D_
1. Full-time_x000D_
2. Part-time_x000D_
Parents’ current school attendance P-RQ1, P-RQ2

Yes To be more inclusive, allowed for a third option for gender.



Parents’ current employment P-RQ1, P-RQ2 EMQ005 Question “Which best describes {your/{INITIALS/NAME}’s} current employment situation? {Are you/Is {INITIALS/NAME}}…

CODES
1. Working 35 or more hours per week, counting all jobs
2. Working less than 35 hours per week, counting all jobs
3. Actively looking for work
4. Not in the labor force

Parents’ current employment P-RQ1, P-RQ2 Yes

Added to ask employment the same as spring K national.
EMQ EMQ020 Question “{Now we would like to ask about employment.} During the past week, did {you/{NAME}} work for pay?” _x000D_
_x000D_
InstResp “If {you are/{NAME} is} self-employed, select yes.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Parents’ current employment P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ030 Question “{Were you/Was {NAME}} on leave or vacation from a job?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Parents’ current employment P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ040 Question “How many jobs {do you/does {NAME}} have now?”_x000D_
_x000D_
Pre-unit “Jobs:”_x000D_
_x000D_
Watermark “Number of jobs”
Parents’ current employment P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ050 Question “About how many total hours per week {do you/does {NAME}} usually work for pay{, counting {both jobs/all{#} jobs}?” _x000D_
_x000D_
InstResp “If hours vary, provide average hours per week.”_x000D_
_x000D_
Pre-unit “Hours:”_x000D_
_x000D_
Watermark “Hours per week”
Parents’ work schedule P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ060 Question “{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?”_x000D_
_x000D_
Inst Resp “By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending/submitting a resume or filling out applications; contacting a school or university employment center; or checking a union or professional register.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Looking for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ070 Question “What {have you/has {NAME}} been doing in the past 4 weeks to find work?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Checked with public employment agency_x000D_
2. Checked with private employment agency_x000D_
3. Checked with employer directly/sent resume_x000D_
4. Checked with friends or relatives_x000D_
5. Placed or answered ads/sent resume/applications_x000D_
6. Contacted school/university employment center_x000D_
7. Checked a union register or professional register_x000D_
8. Attended job training_x000D_
9. Read want-ads/Internet search_x000D_
91. Something else (Please specify):_x000D_
Looking for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ070OS
Other specify for looking for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ080 Question “What {were you/was {NAME}} doing most of last week?” _x000D_
_x000D_
InstResp “If you did more than one of the following last week, please select the one you did the most.”_x000D_
----_x000D_
1. Keeping house or caring for children or other family members_x000D_
2. Going to school_x000D_
3. Retired_x000D_
4. Unable to work_x000D_
91. Something else (Please specify):_x000D_
Availability for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ080OS
Other specify for availability for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ100 Question “Could {you/{NAME}} have taken a job last week if one had been offered?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Availability for work P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.
EMQ EMQ120 Question “For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? _x000D_
_x000D_
InstResp “Please type the name of the company, business, organization, or other employer. {If {you/{NAME}} {work/works} more than one current job, type the one at which {you spend/{NAME} spends} the most time.}_x000D_
_x000D_
Pre-unit “Name:”_x000D_
_x000D_
Watermark “Enter employer name”
Occupation and industry P-RQ1, P-RQ2




Yes
Dropped to ask employment the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ125 Question “{What is {your/{INITIALS/NAME}’s} current/In {your/{INITIALS/NAME}’s} most recent job, what was {your/{INITIALS/NAME}’s}} job title (for example, 4th-grade teacher, apprentice plumber)?_x000D_
_x000D_
If {you/{INITIALS/NAME}} {have/has/had} more than one job, describe the one at which {you/{INITIALS/NAME}} {work/works/worked} the most hours._x000D_
_x000D_
Start by typing the job title and select the closest match from the options returned. If you are unable to find a close match for {your/{INITIALS/NAME}’s} job title, click “Job title not listed.””_x000D_
_x000D_
“Job title not listed.”
Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ125b Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_
_x000D_
Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_
_x000D_
Specific Area:”

Watermark : "Select one"
Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ126 Question “Please help us categorize {your/{INITIALS/NAME}’s} {current/most recent} job using the dropdown boxes displayed. Scrolling down each dropdown, click to select the category that best describes your occupation area and classification."
_x000D_
General Area:”

Watermark : "Select one"
Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ127 Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_
_x000D_
Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_
_x000D_
Specific Area:”

Watermark : "Select one"
Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ128 Question “Detailed Occupation Classification:”

Watermark : "Select one"
Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.



Occupation and industry P-RQ1, P-RQ2 EMQ129 Question “What {are/were} {your/{INITIALS/NAME}}’s job duties {as a/an {JOB TITLE FROM EMQ125}} (for example, instruct and evaluate students and create lesson plans; assemble and install pipe sections and review building plans for work details)?” Occupation and industry P-RQ1, P-RQ2 Yes

Added to ask occupation the same as spring K national.
EMQ EMQ130 Question “What kind of business or industry {is/was} this?” _x000D_
_x000D_
InstResp “Please describe what they make or do. For example, TV and radio manufacturing, retail shoe store, state labor department, farming.”_x000D_
_x000D_
Pre-unit “Business or industry:”_x000D_
_x000D_
Watermark “Enter industry description”
Occupation and industry P-RQ1, P-RQ2




Yes
Dropped to ask occupation the same as spring K national.
EMQ EMQ140 Question “What kind of work {are/is/were/was} {you/{NAME}} doing?” _x000D_
_x000D_
InstResp “Please type what {your/{NAME}'s} job {is/was} called. For example, electrical engineer, stock clerk, administrative assistant, or farmer.”_x000D_
_x000D_
Pre-unit “Title:”_x000D_
_x000D_
Watermark “Enter job title”
Occupation and industry P-RQ1, P-RQ2




Yes
Dropped to ask occupation the same as spring K national.
EMQ EMQ150 Question “What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job?”_x000D_
_x000D_
InstResp “For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.”_x000D_
_x000D_
Pre-unit “Duties:”_x000D_
_x000D_
Watermark “Enter job duties”
Occupation and industry P-RQ1, P-RQ2




Yes
Dropped to ask occupation the same as spring K national.



Work history P-RQ1, P-RQ2 EMQ160 Question “At any point since the start of the pandemic, please indicate whether or not
{you/{INITIALS/NAME}} had to do any of the following as a result of the coronavirus pandemic. Please select
all that apply.”
----_x000D_
1. Work more than desired_x000D_
2. Work less than desired_x000D_
3. Take a job outside regular line of work_x000D_
4. Take a less desirable job_x000D_
5. Put off enrolling for additional education_x000D_
6. Look for additional education or training_x000D_
7. None of the above
Work history P-RQ1, P-RQ2 Yes

Added to ask work history the same as spring K national.
EMQ EMQ210 Question “Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_
_x000D_
InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Active duty military service P-RQ1, P-RQ2




Yes
Revising to be in keeping with how these were asked in kindergarten, combining into a single question EMQ215.
EMQ EMQ215 Question “{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?”_x000D_
_x000D_
InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Active duty military service P-RQ1, P-RQ2 EMQ215 {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?_x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Active duty military service P-RQ1, P-RQ2



WPQ WPQ170 Question “Does {CHILD} receive complete school lunches for free or reduced price at school?”_x000D_
_x000D_
InstResp “By complete school lunch, we mean a complete meal such as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch {he/she} brought from home.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 WPQ170 Question “Does {CHILD} usually receive a complete school lunch provided by the school?”


----
1. Yes
2. No
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5

Yes Revised based on feedback from cosponsor USDA to simplify.
WPQ WPQ180 Question “Are these lunches free or reduced price?”_x000D_
----_x000D_
1. Free_x000D_
2. Reduced price_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 WPQ180 Question “Are these lunches free or reduced price?”
----
1. Free
2. Reduced price
3. Neither
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5

Yes Revised based on feedback from cosponsor USDA to allow for a response of "neither."





WPQ186 Question “During the last five days {CHILD} was in school, how many school lunches did {he/she/they} receive?”

Pre-unit “Lunches:”

Watermark “Number of lunches”
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 Yes

Added based on feedback from cosponsor USDA to collect inforamtion on the number of lunches.
WPQ WPQ200 Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5




Yes
Revised based on feedback from cosponsor USDA to make the breakfast questions in parallel to the lunch questions.

Also, parents may not be the best reporter of whether this is offered by the school. The school administrator survey collects inforamtion about this program within the school.
WPQ WPQ210 Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 WPQ210 Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 Yes

Added based on feedback from cosponsor USDA.
WPQ WPQ215 Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 WPQ215 Question “Are these breakfasts free or reduced price?”
----
1. Free
2. Reduced price
3. Neither
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5

Yes Revised based on feedback from cosponsor, revised response options to combine WPQ215 and WPQ216.
WPQ WPQ216 Question “Are these breakfasts free or reduced price?”_x000D_
----_x000D_
1. Free_x000D_
2. Reduced price_x000D_
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5




Yes
Revised based on feedback from cosponsor USDA to combine this into WPQ215.
WPQ WPQ220 Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she} receive?”_x000D_
_x000D_
Pre-unit “Breakfasts:”_x000D_
_x000D_
Watermark “Number of breakfasts”
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5 WPQ220 Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she/they} receive?”_x000D_
_x000D_
Pre-unit “Breakfasts:”_x000D_
_x000D_
Watermark “Number of breakfasts”
Participation in Federal School Lunch or Breakfast Program P-RQ2, P-RQ5

Yes To be more inclusive, allowed for a third option for gender.
PAQ PAQ110 Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_
----_x000D_
1. $5,000 or less_x000D_
2. $5,001 to $10,000_x000D_
3. $10,001 to $15,000_x000D_
4. $15,001 to $20,000_x000D_
5. $20,001 to $25,000_x000D_
6. $25,001 to $30,000_x000D_
7. $30,001 to $35,000_x000D_
8. $35,001 to $40,000_x000D_
9. $40,001 to $45,000_x000D_
10. $45,001 to $50,000_x000D_
11. $50,001 to $55,000_x000D_
12. $55,001 to $60,000_x000D_
13. $60,001 to $65,000_x000D_
14. $65,001 to $70,000_x000D_
15. $70,001 to $75,000_x000D_
16. $75,001 to $100,000_x000D_
17. $100,001 to $200,000_x000D_
18. $200,001 or more_x000D_
Total family income for the year P-RQ1, P-RQ2, P-RQ5 PAQ110 Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_
----_x000D_
1. $5,000 or less_x000D_
2. $5,001 to $10,000_x000D_
3. $10,001 to $15,000_x000D_
4. $15,001 to $20,000_x000D_
5. $20,001 to $25,000_x000D_
6. $25,001 to $30,000_x000D_
7. $30,001 to $35,000_x000D_
8. $35,001 to $40,000_x000D_
9. $40,001 to $45,000_x000D_
10. $45,001 to $50,000_x000D_
11. $50,001 to $55,000_x000D_
12. $55,001 to $60,000_x000D_
13. $60,001 to $65,000_x000D_
14. $65,001 to $70,000_x000D_
15. $70,001 to $75,000_x000D_
16. $75,001 to $100,000_x000D_
17. $100,001 to $200,000_x000D_
18. $200,001 to $300,000_x000D_
19. $300,001 or more_x000D_
Total family income for the year P-RQ1, P-RQ2, P-RQ5

Yes Revised to be like spring K national (added category 19).
PAQ PAQ120 Question “What was your total household income last year, to the nearest thousand?”_x000D_
_x000D_
Pre-unit “Total income:”_x000D_
_x000D_
Watermark “Enter number”
Total family income for the year P-RQ1, P-RQ2, P-RQ5 PAQ120 Question “What was your total household income last year, to the nearest thousand?”_x000D_
_x000D_
Pre-unit “Total income:”_x000D_
_x000D_
Watermark “Enter number”
Total family income for the year P-RQ1, P-RQ2, P-RQ5



PAQ PAQ121 Question “Did you use a voucher provided by the government to attend {his/her} current school?” _x000D_
_x000D_
SaVisible "True"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
DON'T KNOW
Use of a government voucher to attend school P-RQ3, P-RQ4 PAQ121 Question “Did you use a voucher provided by the government to attend this school?”

SaVisible "True"
----
1. Yes
2. No
DON'T KNOW
Use of a government voucher to attend school P-RQ3, P-RQ4

Yes Revised to be "this school" instead of using child's pronouns.
PAQ PAQ138 Question “Since {CHILD} was born, have you had to move from your home because you couldn’t afford it?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Whether the family has had to leave their home because they could not afford it P-RQ2, P-RQ5 PAQ138 Question “Since {CHILD} was born, have you had to move from your home because you couldn’t afford it?”
----
1. Yes
2. No
Whether the family has had to leave their home because they could not afford it P-RQ2, P-RQ5



CMQ CMQ010 Question "Since {CHILD} was born, how many different places has {CHILD} lived for four months or more?”_x000D_
_x000D_
InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or more.”_x000D_
_x000D_
Watermark “Number of places”
Number of places lived P-RQ2, P-RQ5 CMQ010 Question "Since {CHILD} was born, how many different places has {CHILD} lived for four months or more?”

InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or more.”

Watermark “Number of places”
Number of places lived P-RQ2, P-RQ5



CMQ CMQ020 Question "Why did you move?”_x000D_
_x000D_
InstResp "Select all that apply. Please select reasons for all moves since {CHILD} was born."_x000D_
----_x000D_
1. So child could go to a better school_x000D_
2. Bought a house_x000D_
3. Moved to be nearer job; job-related reasons_x000D_
4. Moved to nicer apartment/house_x000D_
5. Moved to safer area, crime-related reasons_x000D_
6. Moved to less expensive living quarters_x000D_
7. Bank had to buy back the home (foreclosed)_x000D_
8. Was evicted, could not pay rent in previous residence_x000D_
9. Old house/apartment was damaged_x000D_
10. Moved because of marital separation, divorce, death in family_x000D_
91. Other (Please specify):_x000D_
Why the family moved P-RQ2, P-RQ5




Yes
Dropped to focus on CMQ010.
CMQ CMQ020OS
Other specify for why the family moved P-RQ2, P-RQ5




Yes
Dropped to focus on CMQ010.
CMQ CMQ021a Question "How long has {CHILD} lived in {his/her} current residence?”_x000D_
_x000D_
Watermark “Years”
Length of time at current residence P-RQ2, P-RQ5




Yes
Dropped to focus on CMQ010.
CMQ CMQ021b Pre-unit “Months:”_x000D_
_x000D_
Watermark “Months”
Length of time at current residence P-RQ2, P-RQ5




Yes
Dropped to focus on CMQ010.
CMQ CMQ022 Question "In case we contact you for the next survey two years from now, we would like to ask a few questions about how to reach you.”_x000D_
_x000D_
InstResp “Select Next to continue.”
Introduction to contact information NA




Yes
Dropped to focus on CMQ010.
CMQ CMQ026a Question "Please enter your contact information. _x000D_
_x000D_
Email Address:"_x000D_
_x000D_
Watermark “[email protected]
Email address NA




Yes
Dropped to focus on CMQ010.
CMQ CMQ026b Question "Or_x000D_
_x000D_
Mobile Number:"
Telephone number NA




Yes
Dropped to focus on CMQ010.
CMQ CMQ060 Question “Is there a second phone number, such as a work number or a friend or relative's number, where you can sometimes be reached?”_x000D_
_x000D_
InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Telephone number NA




Yes
Dropped to focus on CMQ010.
CMQ CMQ100 Question “We have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Telephone number NA CMQ100 Question "Is there a relative or friend, who does not live in this household, who will always know where you are if you move? We will only contact this person if we cannot locate you for the next survey."

1. Yes
2. No
Telephone number NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110a Question “What is the contact information for that person?_x000D_
_x000D_
First Name:”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110b Question “Last Name:” Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110c1 Question "Email Address:"_x000D_
_x000D_
Watermark "[email protected]"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110c2 Question "Mobile Number:”_x000D_
_x000D_
“This person doesn't have a mobile phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110c3 Question "Landline Number:"_x000D_
_x000D_
“This person doesn't have a landline phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110d1 Question "Please enter the mailing address:"_x000D_
_x000D_
Address Line 1:"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110d2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110e Question "City:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110f Question "Please select a state, district, or territory:"
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110g Question "ZIP code:"
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ110h Question "What is this person’s relationship to you?"_x000D_
----_x000D_
1. Relative_x000D_
2. Person at your job_x000D_
3. Neighbor_x000D_
4. Friend_x000D_
5. Other_x000D_
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ130 Question “Besides {{FIRST NAME}/the person you just gave contact information for}, is there another relative or friend, who does not live in this household, but who will always know where you are if you move?”_x000D_
_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140a Question “What is the contact information for that person?_x000D_
_x000D_
First Name: "
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140b Question "Last Name:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140c1 Question "Email Address:"_x000D_
_x000D_
Watermark "[email protected]"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140c2 Question "Mobile Number:”_x000D_
_x000D_
“This person doesn't have a mobile phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140c3 Question "Landline Number:"_x000D_
_x000D_
“This person doesn't have a landline phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140d1 Question "Please enter the mailing address:"_x000D_
_x000D_
Address Line 1:"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140d2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140e Question "City:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140f Question "Please select a state, district, or territory:"
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140g Question "ZIP code:"
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ140h Question "What is this person’s relationship to you?"_x000D_
----_x000D_
1. Relative_x000D_
2. Person at your job_x000D_
3. Neighbor_x000D_
4. Friend_x000D_
5. Other_x000D_
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ140 Question "What is that telephone number?_x000D_
_x000D_
Enter {new} second telephone number:”_x000D_
_x000D_
InstResp “If it is a mobile phone number, message and data rates may apply.”
Telephone number NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ140b Question "Please enter an extension if there is one._x000D_
_x000D_
Extension”
Telephone number NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ150 Question “Where is this telephone located or to whom does this number belong?”_x000D_
----_x000D_
1. Office/place of business_x000D_
2. Relative (Please specify):_x000D_
3. Neighbor (Please specify):_x000D_
4. Friend (Please specify):_x000D_
5. Mobile phone_x000D_
6. Home phone/landline_x000D_
7. Other (Please specify):_x000D_
Telephone number NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ150OS InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” Other specify for telephone number NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170a Question “What is the contact information for {CHILD}'s {biological female parent/ {or} biological male parent/{or} biological parent of another gender/ {or} adoptive female parent / {or} adoptive male parent/{or} adoptive parent of another gender}?_x000D_
_x000D_
First Name:"_x000D_
_x000D_
"I already provided this contact information." _x000D_
_x000D_
"Don't know"_x000D_
_x000D_
"Rather not answer"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170b Question "Last Name:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170c1 Question "Email Address:"_x000D_
_x000D_
Watermark "[email protected]"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170c2 Question "Mobile Number:”_x000D_
_x000D_
“This person doesn't have a mobile phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170c3 Question "Landline Number:"_x000D_
_x000D_
“This person doesn't have a landline phone.”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170d1 Question "Please enter the mailing address:"_x000D_
_x000D_
Address Line 1:"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170d2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170e Question "City:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170f Question "Please select a state, district, or territory:"
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170g Question "ZIP code:"
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ170h Question "Please confirm this person’s relationship to {CHILD} by selecting a choice below."_x000D_
----_x000D_
1. {Biological female parent}_x000D_
2. {Biological male parent}_x000D_
3. {Biological parent of another gender}_x000D_
4. {Adoptive female parent}_x000D_
5. {Adoptive male parent}_x000D_
6. {Adoptive parent of another gender}_x000D_
7. Other_x000D_
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ200 Question “We have recorded that {NAME OF RELATIVE/FRIEND}_x000D_
_x000D_
at {EMAIL ADDRESS}_x000D_
_x000D_
on_x000D_
{STREET ADDRESS, LINE 1}_x000D_
{STREET ADDRESS, LINE 2}_x000D_
{CITY}_x000D_
{STATE}_x000D_
{ZIP CODE}_x000D_
_x000D_
will always know where you are if you move. Is this still true?”_x000D_
_x000D_
InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_
----_x000D_
1. Yes - no correction needed_x000D_
2. Yes - minor corrections needed_x000D_
3. No_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ205 Question “Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_
_x000D_
InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210a Question “Please {enter/correct/enter new} contact information for that person._x000D_
_x000D_
First Name: "
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210b Question Last Name:" Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210c Question Email Address:"_x000D_
_x000D_
Watermark "[email protected]"
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210d1 Question " Mailing address:_x000D_
_x000D_
Address Line 1:"
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210d2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210e Question “City:" Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210f Question “State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210g Question "ZIP code:" Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ210h Question “Please {enter/correct} person’s relationship to you:"_x000D_
----_x000D_
1. Relative_x000D_
2. Person at your job_x000D_
3. Neighbor_x000D_
4. Friend_x000D_
5. Other_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ300 We have also recorded that {NAME OF RELATIVE/FRIEND} _x000D_
_x000D_
at {EMAIL ADDRESS} _x000D_
_x000D_
on_x000D_
{STREET ADDRESS, LINE 1}_x000D_
{STREET ADDRESS, LINE 2}_x000D_
{CITY}_x000D_
{STATE}_x000D_
{ZIP CODE} _x000D_
_x000D_
will always know where you are if you move. Is this still true?_x000D_
_x000D_
InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_
----_x000D_
1. Yes - no correction needed_x000D_
2. Yes - minor corrections needed_x000D_
3. No_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ305 Question “Besides {PERSON FROM PRELOAD/PERSON AT CMQ210a}, is there another relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_
_x000D_
InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310a Question “Please {enter/correct/enter new} contact information for that person._x000D_
_x000D_
First Name:”
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310b Question “Last Name:” Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310c Question “Email address:”_x000D_
_x000D_
Watermark “[email protected]
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310d1 Question “Mailing address:_x000D_
_x000D_
Address Line 1:”
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310d2 Question “Address Line 2:”_x000D_
_x000D_
Watermark “Apartment number”
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310e Question “City:” Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310f Question "State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310g Question "ZIP code:" Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ310h Question “Please {enter/correct } person's relationship to you:”_x000D_
----_x000D_
1. Relative_x000D_
2. Person at your job_x000D_
3. Neighbor_x000D_
4. Friend_x000D_
5. Other_x000D_
Contact persons to locate the parent NA




Yes
Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ500 Question “Are you, or is someone else, planning to move to a new home with {CHILD} in the coming year?"
----
1. Yes
2. No
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ505a1 Question "Please enter what {CHILD}’s new address will be.

Address Line 1: "
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ505a2 Question "Address Line 2:"_x000D_
_x000D_
Watermark “Apartment number"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ505b Question "City:" Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ505c Question "Please select a state, district, or territory:"
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ505d Question "ZIP code:"
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ510 Question “In the 2025-26 school year, what school will {CHILD} attend?”

SaVisible “True”
----
1. The same school that {CHILD} attends now
2. A new school
3. {CHILD} will be homeschooled INSTEAD of attending a school
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ520 Question “Will {CHILD} go to a public or private school during the 2024-25 school year?”

SaVisible “True”
----
1. Public
2. Private
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525 Question "Please enter the full name of the school that {CHILD} will attend." Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525b Question "Where is the school located?_x000D_
_x000D_
City: "
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525c Question "Please select a state, district, or territory:"
_x000D_
Watermark “Select a state”
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525d Question "ZIP Code:"
DON'T KNOW
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525e Question "What is the county for the school?"_x000D_
_x000D_
Start by typing the first letter of the county name. If you find a match in the list, select it from the list. If you don’t find a match, select “Not on list.”_x000D_
_x000D_
County: "_x000D_
_x000D_
“Not on list.” _x000D_
_x000D_
"Don't know"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.



Contact persons to locate the parent NA CMQ525eOS Question “County"_x000D_
_x000D_
Watermark “Enter county"
Contact persons to locate the parent NA Yes

Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national.
CMQ CMQ800 Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” Thank you before contacting alternate respondent NA CMQ800 Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” Thank you before contacting alternate respondent NA



CMQ CMQ805 Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete the survey and return to the MyECLS website. This will save your responses and keep them secure." Thank you to respondent NA CMQ805 Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." Thank you to respondent NA




CFQ300 Question “How much time {do you/does {NAME}} or another adult male in your home spend playing with {CHILD} on a typical school day?”

0. No time
1. Less than 5 minutes
2. 5 - 9 minutes
3. 10 - 15 minutes
4. 16 - 30 minutes
5. 31 - 45 minutes
6. 46 minutes to one hour
7. More than one hour, but less than 2 hours
8. Two hours or more, but less than three hours
9. Three hours or more







Yes
Construct of interest but not a priority for first grade, may ask in third grade.

Sheet 2: S1 Nat TQA

Section FT Item # FT Item Wording FT Construct FT Research Question S1 National Item # S1 National Item Wording S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
TQA A1 Question: “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?”

InstResp “Select all that apply.”
----
1. Full-day
2. Morning half-day class
3. Afternoon half-day class
4. One class, some children stay for a full-day, some for a half-day
Class time (full/half day, hours per day, days per week) T-RQ1 CSA010 Question: “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?”

InstResp “Select all that apply.”
----
1. Full-day
2. Morning half-day class
3. Afternoon half-day class
4. One class, some children stay for a full-day, some for a half-day
Class time (full/half day, hours per day, days per week) T-RQ1



TQA A2a Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children?”_x000D_
_x000D_
“Are currently enrolled in your {full-day class/morning class/afternoon class}?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA070a Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:”

“Are currently enrolled in your {full-day class/morning class/afternoon class}?”

Pre-unit: “Number:”

Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A2b Question: “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2
CSA070b Question: “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2




TQA A2c Question: “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2
CSA070c Question: “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2




TQA A3a Question: “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_
_x000D_
Are classified as Gifted and Talented”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) T-RQ2
CSA500a Question: “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_
_x000D_
Are classified as Gifted and Talented”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) T-RQ2




TQA A3b Question: “Are participating in a Gifted and Talented program”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) T-RQ2
CSA500b Question: “Are participating in a Gifted and Talented program”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) T-RQ2




TQA A3c Question: “Are below grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500c Question: “Are below grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A3d Question: “Are about on grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500d Question: “Are about on grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A3e Question: “Are above grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500e Question: “Are above grade level in their (English) language arts skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A3f Question: “Are below grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500f Question: “Are below grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A3g Question: “Are about on grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500g Question: “Are about on grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A3h Question: “Are above grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA500h Question: “Are above grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A4a Question: “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2
CSA510a Question: “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2




TQA A4b Question: “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children tardy or absent on an average day T-RQ2
CSA510b Question: “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children tardy or absent on an average day T-RQ2




TQA A5 Question “During this school year, approximately what percentage of students in your {full-day class/morning class/afternoon class} that you teach have experienced housing insecurity or homelessness?”_x000D_
_x000D_
InstResp “Please enter the total as a number or percent."_x000D_
_x000D_
Watermark “Enter percentage”_x000D_
_x000D_
“Don’t know”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity T-RQ8




Yes
This item was dropped to be consistent with Spring K
TQA A6a Question: “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
CSA520a Question: “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?”

Pre-unit: “Number:”

Watermark: “Enter number”

DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF
CSA520A IS GREATER THAN 0.
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2


yes This item was changed to include a conditional display.
TQA A6b Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
CSA520b Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”

Pre-unit: “Number:”

Watermark: “Enter number”

DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF
CSA520A IS GREATER THAN 0.
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2


yes This item was changed to include a conditional display.
TQA A6c Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
CSA520c Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?”

Pre-unit: “Number:”

Watermark: “Enter number”

DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF
CSA520A IS GREATER THAN 0.
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2


yes This item was changed to include a conditional display.
TQA A6d Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_
_x000D_
Speech or language impairments”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6e Question: “Specific learning disabilities”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6f Question: “Emotional disturbances”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6g Question: “Intellectual disability”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6h Question: “Developmental delay”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6i Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_
_x000D_
Vision impairments (including blindness)”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6j Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_
_x000D_
Hearing impairments (including deafness)”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6k Question: “Orthopedic impairments”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6l Question: “Other health impairments”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6m Question: “Autism”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6n Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_
_x000D_
Traumatic brain injury”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6o Question: “Deaf-blindness”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6p Question: “Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf-blindness or developmental delay)”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6q Question: “Other (Please specify)”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A6qOS
Other specify for numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A7a Question: “For how many of these children in your {full-day class/morning class/afternoon class} with diagnosed disabilities do the following apply?”_x000D_
_x000D_
Have an Individualized Education Program (IEP) for children with disabilities”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services)

Number of students with IEPs or 504 Plans
T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A7b Question: “Have a Section 504 plan”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students with IEPs or 504 Plans T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A8a Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:”_x000D_
_x000D_
“Are currently enrolled in your class?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA075a Question: “The first several questions pertain to your roles and responsibilities as a teacher. We would like to start by asking about the characteristics of the students in your class. As of today’s date, how many children:”

“Are currently enrolled in your class?”

Pre-unit: “Number:”

Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2


Yes The item wording was revised for first grade.
TQA A8b Question: “Have joined your class since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2
CSA075b Question: “Have joined your class since the beginning of the school year?”

Pre-unit: “Number:”

Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2




TQA A8c Question: “Have left your class since the beginning of the school year?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2
CSA075c Question: “Have left your class since the beginning of the school year?”

Pre-unit: “Number:”

Watermark: “Enter number”
Number of students who enter or leave during the school year T-RQ2




TQA A9 Question: “How many hours per day does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_
_x000D_
InstResp “ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…”_x000D_
_x000D_
Pre-unit: “Hours:”_x000D_
_x000D_
Watermark: “Enter hours”
Class time (full/half day, hours per day, days per week) T-RQ1 CSA076 Question: “How many hours per day does your class normally meet?”

InstResp “ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…”

Pre-unit: “Hours:”

Watermark: “Enter hours”
Class time (full/half day, hours per day, days per week) T-RQ1

Yes The item wording was revised for first grade.
TQA A10 Question: “How many days per week does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_
_x000D_
Pre-unit: “Days:”_x000D_
_x000D_
Watermark: “Enter number of days”
Class time (full/half day, hours per day, days per week) T-RQ1 CSA200 Question: “How many days per week does your class normally meet?”

Pre-unit: “Days:”

Watermark: “Enter number of days”
Class time (full/half day, hours per day, days per week) T-RQ1

Yes The item wording was revised for first grade.
TQA A11 Question: “Do you currently teach a multigrade class?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Grade levels of classes the teacher teaches T-RQ2
CSA210 Question: “Do you currently teach a multigrade class?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Grade levels of classes the teacher teaches T-RQ2




TQA A12 Question: “What grade levels are included in the {full-day class/morning class/afternoon class/class} that you teach.”_x000D_
_x000D_
Inst Resp: “Select all that apply.”_x000D_
----_x000D_
1. Prekindergarten_x000D_
2. Transitional kindergarten_x000D_
3. Regular kindergarten_x000D_
4. Transitional/pre-first grade_x000D_
5. First grade_x000D_
6. Second grade_x000D_
7. Third grade_x000D_
8. Fourth grade or higher_x000D_
Grade levels of classes the teacher teaches T-RQ2
CSA220 Question: “What grade levels are included in the class that you teach.”

Inst Resp: “Select all that apply.”
----
1. Prekindergarten
2. Transitional kindergarten
3. Regular kindergarten
4. Transitional/pre-first grade
5. First grade
6. Second grade
7. Third grade
8. Fourth grade or higher
Grade levels of classes the teacher teaches T-RQ2


Yes The item wording was revised for first grade.
TQA A13a Question: “As of today's date, how many children that you teach are the following ages in your {full-day class/morning class/afternoon class/class}?_x000D_
_x000D_
3 years old”_x000D_
_x000D_
InstResp: “If there are no children of a particular age, enter “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230a Question: “As of today's date, how many children that you teach are the following ages in your class?

3 years old”

InstResp: “If there are no children of a particular age, enter “0.””

Pre-unit: “Number:”

Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2


Yes The item wording was revised for first grade.
TQA A13b Question: “4 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230b Question: “4 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13c Question: “5 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230c Question: “5 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13d Question: “6 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230d Question: “6 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13e Question: “7 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230e Question: “7 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13f Question: “8 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230f Question: “8 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13g Question: “9 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230g Question: “9 years old”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13h Question: “10 years old or older” Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230h Question: “10 years old or older” Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A13i Question: “Based on your previous responses you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA230i Question: “Based on your previous responses you have a total of {NUMBER} children in your class. Is this correct?”
----
1. Yes
2. No
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2


Yes The item wording was revised for first grade.
TQA A14a Question: “As of today's date, how many of the students you teach are members of the following groups in your {full-day class/morning class/afternoon class/class}?_x000D_
_x000D_
InstResp "Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race."_x000D_
_x000D_
InstResp: “If there are no children of a particular age, enter “0.””_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14b Question: “American Indian or Alaska Native, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14c Question: “Asian, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14d Question: “Black or African American, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14e Question: “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14f Question: “White, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A14g Question: “Two or more races, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A15a Question “As of today's date, how many boys and girls are there in your {full-day class/morning class/afternoon class/class}? _x000D_
_x000D_
Number of boys”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A15b Question “Number of girls”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A15c Question “Number of students of another gender”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A15d Question “Number of students of unknown gender”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A15e Question: “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?” Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A16 Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”_x000D_
_x000D_
InstResp “If none, enter “0”.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA240 Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”

InstResp “If none, enter “0”.”

Pre-unit: “Number:”

Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2




TQA A16 Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”_x000D_
_x000D_
InstResp “If none, enter “0”.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2
CSA240x Question “How many of the children in this class are repeating this grade this year?”

InstResp “If none, enter “0”.”

Pre-unit: “Number:”

Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2


Yes The item wording was revised for first grade.
TQA A17a Question: “How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_
_x000D_
Are classified as Gifted and Talented”_x000D_
_x000D_
InstResp: “If none, enter "0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17b Question: “Are participating in a Gifted and Talented program”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children in the classroom receiving particular services or in special programs (e.g., special education services, a gifted and talented program, remedial services) T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17c Question: “Are below grade level in their English reading skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17d Question: “Are about on grade level in their English reading skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17e Question: “Are above grade level in their English reading skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17f Question: “{Continued} How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_
_x000D_
Are below grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17g Question: “Are about on grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17h Question: “Are above grade level in their mathematics skills”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children above or below grade level in reading and mathematics T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17i Question: “Are tardy, on an average day”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children tardy or absent on an average day T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A17j Question: “Are absent, on an average day”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of children tardy or absent on an average day T-RQ2





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A18 Question: “As of today’s date, how many children with IEPs are in your {full-day class/morning class/afternoon class/class}?”_x000D_
_x000D_
InstResp: “If none, enter "0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19a Question “As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_
_x000D_
Boys”_x000D_
_x000D_
InstResp: “If there are no children in a class with a particular characteristic, write “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19b Question “Girl”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19c Question “Another gender”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19d Question “Unknown gender”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19e Question “English language learners (ELL)”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19f Question “{Continued} As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19g Question “American Indian or Alaska Native, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19h Question: “Asian, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19i Question “Black or African American, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19j Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19k Question “White, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A19l Question “Two or more races, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Equitable classroom practices T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A20a Question: “How many children in your {full-day class/morning class/afternoon class/class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_
_x000D_
InstResp “Please add the following InstResp to align with paper: “If there are no children, enter “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A21a Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_
_x000D_
InstResp: “If there are no children, enter “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A21b Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} need more help than they are currently receiving?”_x000D_
_x000D_
InstResp: “If there are no children, enter “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) T-RQ2
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A22 Question: “The next series of questions asks about the use of different languages in the classroom by teachers, children, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Languages used in the classroom T-RQ3 CSA250 Question: “The next series of questions asks about the use of different languages in the classroom by teachers, children, and other adults. Are any languages other than English used by teachers, aides, or other adults in your class?”
----
1. Yes
2. No
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A23a Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For academic instruction in reading/literacy”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3 CSA260a Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways?

For academic instruction”
----
1. Never
2. Less than half the time
3. About half the time
4. More than half the time
5. All the time
Languages used in the classroom T-RQ3

Yes This item was revised to reduce burden by consolidating into single item about academic instruction.
TQA A23b Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For academic instruction in mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3




yes
This item was consolidated into CSA260a to reduce burden.
TQA A23c Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For academic instruction in other subjects”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3




yes
This item was consolidated into CSA260a to reduce burden.
TQA A23d Question: “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For instructional support (for example, explaining directions, etc.)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3 CSA260b Question: “How often is a non-English language used by teachers, aides, or other adults in this class in the following ways?

For instructional support (for example, explaining directions, etc.)”
----
1. Never
2. Less than half the time
3. About half the time
4. More than half the time
5. All the time
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A23e Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For controlling and directing student behavior (classroom management)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3 CSA260c Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways?

For controlling and directing student behavior (classroom management)”
----
1. Never
2. Less than half the time
3. About half the time
4. More than half the time
5. All the time
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A23f Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_
_x000D_
For conversation”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Languages used in the classroom T-RQ3 CSA260d Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways?

For conversation”
----
1. Never
2. Less than half the time
3. About half the time
4. More than half the time
5. All the time
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A24 Question: “What languages are used for academic instruction in your {full-day class/morning class/afternoon class/class}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. English_x000D_
2. Spanish_x000D_
3. A European language other than Spanish such as French, German, or Russian_x000D_
4. A Chinese language or dialect_x000D_
5. A Filipino language_x000D_
6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_
7. A South Asian language such as Hindi or Tamil_x000D_
8. Another Asian language such as Japanese or Korean_x000D_
9. A Middle Eastern language such as Arabic or Farsi_x000D_
10. An African language such as Swahili or Amharic_x000D_
91. Other language(s) (Please specify):_x000D_
Languages used in the classroom T-RQ3 CSA270 Question: “What languages are used for academic instruction in your class?”

InstResp “Select all that apply.”
----
1. English
2. Spanish
3. A European language other than Spanish such as French, German, or Russian
4. A Chinese language or dialect
5. A Filipino language
6. A Southeast Asian language such as Vietnamese, Thai, or Khmer
7. A South Asian language such as Hindi or Tamil
8. Another Asian language such as Japanese or Korean
9. A Middle Eastern language such as Arabic or Farsi
10. An African language such as Swahili or Amharic
11. American Sign Language
91. Other language(s) (Please specify):
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A24OS
Other specify for languages used in the classroom T-RQ3 CSA270OS
Other specify for languages used in the classroom T-RQ3



TQA A25 Question: “In which languages other than English are the books or other written materials in your classroom?”_x000D_
_x000D_
InstResp “Select all that apply. If you teach more than one class, consider all your classes.”_x000D_
----_x000D_
1. None other than English_x000D_
2. Spanish_x000D_
3. A European language other than Spanish such as French, German, or Russian_x000D_
4. A Chinese language or dialect_x000D_
5. A Filipino language_x000D_
6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_
7. A South Asian language such as Hindi or Tamil_x000D_
8. Another Asian language such as Japanese or Korean_x000D_
9. A Middle Eastern language such as Arabic or Farsi_x000D_
10. An African language such as such as Swahili or Amharic_x000D_
91. Other language(s) (Please specify):_x000D_
Languages used in the classroom T-RQ3 CSA280 Question: “In which languages other than English are the books or other written materials in your classroom?”

InstResp “Select all that apply. If you teach more than one class, consider all your classes.”
----
1. None other than English
2. Spanish
3. A European language other than Spanish such as French, German, or Russian
4. A Chinese language or dialect
5. A Filipino language
6. A Southeast Asian language such as Vietnamese, Thai, or Khmer
7. A South Asian language such as Hindi or Tamil
8. Another Asian language such as Japanese or Korean
9. A Middle Eastern language such as Arabic or Farsi
10. An African language such as Swahili or Amharic
11. American Sign Language
91. Other language(s) (Please specify):
Languages used in the classroom T-RQ3



TQA A25OS
Other specify for languages used in the classroom T-RQ3 CSA280OS
Other specify for languages used in the classroom T-RQ3



TQA A26 Question: “Do any of the children in your class speak a language other than English (aside from native English speakers who are learning a foreign language)?”_x000D_
_x000D_
InstResp “Please include all children who speak a non-English language, including those who speak English well.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Languages used in the classroom T-RQ3 CSA290 Question: “Do any of the children in your class speak a language other than English (aside from native English speakers who are learning a foreign language)?”

InstResp “Please include all children who speak a non-English language, including those who speak English well.”
----
1. Yes
2. No
Languages used in the classroom T-RQ3



TQA A27 Question: “Which languages other than English are spoken by one or more children in your {full-day class/morning class/afternoon class/class}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Spanish_x000D_
2. A European language other than Spanish such as French, German, or Russian_x000D_
3. A Chinese language or dialect_x000D_
4. A Filipino language_x000D_
5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_
6. A South Asian language such as Hindi or Tamil_x000D_
7. Another Asian language such as Japanese or Korean_x000D_
8. A Middle Eastern language such as Arabic or Farsi_x000D_
9. An African language such as Swahili or Amharic_x000D_
91. Other language (Please specify):_x000D_
Languages used in the classroom T-RQ3 CSA300 Question: “Which languages other than English are spoken by one or more children in your class?”

InstResp “Select all that apply.”
----
1. Spanish
2. A European language other than Spanish such as French, German, or Russian
3. A Chinese language or dialect
4. A Filipino language
5. A Southeast Asian language such as Vietnamese, Thai, or Khmer
6. A South Asian language such as Hindi or Tamil
7. Another Asian language such as Japanese or Korean
8. A Middle Eastern language such as Arabic or Farsi
9. An African language such as Swahili or Amharic
10. American Sign Language
91. Other language (Please specify):
Languages used in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A27OS
Other speciy for languages used in the classroom T-RQ3 CSA300OS
Other speciy for languages used in the classroom T-RQ3



TQA A28 Question: “Do you have any children who are English language learners (ELLs) in your {full-day class/morning class/afternoon class/class}?”
----
1. Yes
2. No
Number of language minority (LM) children and English-language learners (ELL) in the classroom T-RQ3 IAA100x Question: “Do you have any students who are English language learners (ELLs) in your class?”
----
1. Yes
2. No
Number of language minority (LM) children and English-language learners (ELL) in the classroom T-RQ3

Yes The item wording was revised for first grade.
TQA A29 Question: “How many English language learners (ELL) do you have in your {full-time class/morning class/afternoon class/class}? _x000D_
_x000D_
Number of ELL children”_x000D_
_x000D_
InstResp: “If there are no children, enter “0””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Number of language minority (LM) children and English-language learners (ELL) in the classroom T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A30a Question: “How many of the ELL children in your {full-day class/morning class/afternoon class/class} receive instruction designed to teach listening, speaking, reading, and writing English language skills to children with limited English proficiency in the following ways? _x000D_
_x000D_
Receive no ELL instruction in the school”_x000D_
_x000D_
InstResp: “If there are no children, enter “0””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A30b Question: “Receive ELL instruction within the regular class”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A30c Question: “Receive ELL instruction outside the regular class within the school setting”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A31 Question: “If you provide specialized language instruction in your {full-day class/morning class/afternoon class/class} for English language learners (ELL), would you say these services are primarily”_x000D_
----_x000D_
1. English as a Second Language (ESL) program_x000D_
2. Bilingual education program_x000D_
3. Dual-language program (also called two-way immersion (TWI))_x000D_
4. No specialized language instruction provided_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A32 Question: “Which languages other than English are spoken by you or any other teacher or aide to the ELL children in your {full-day class/morning class/afternoon class/class} for instructional support or conversation?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. None other than English_x000D_
2. Spanish_x000D_
3. A European language other than Spanish such as French, German or Russian_x000D_
4. A Chinese language or dialect_x000D_
5. A Filipino language_x000D_
6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_
7. A South Asian language such as Hindi or Tamil_x000D_
8. Another Asian language such as Japanese or Korean_x000D_
9. A Middle Eastern language such as Arabic or Farsi_x000D_
10. An African language such as Swahili or Amharic_x000D_
91. Other language (Please specify):_x000D_
Languages used in the classroom T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A32OS
Other specify for languages used in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A33a Question: “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class/class} do each of the following activities?_x000D_
_x000D_
Take assessments to monitor their English language acquisition”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A33b Question: “Take assessments to assess their progress in English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A33c Question: “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA A33d Question: “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA CPA000 Question “Thank you for launching the ECLS survey!

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.”
Introduction NA



TQA B1a Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities?_x000D_
_x000D_
Working independently”_x000D_
_x000D_
InstResp “Do not include lunch or recess breaks.”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010A Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities?_x000D_
_x000D_
Working independently”_x000D_
_x000D_
InstResp “Do not include lunch or recess breaks.”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B1b Question “Working on individual tasks under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010B Question “Working on individual tasks under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B1c Question “Working with peers under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010C Question “Working with peers under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B1d Question “Working in small group with teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010D Question “Working in small group with teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B1e Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010E Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B2a Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Class organization T-RQ1 CPA020A Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Class organization T-RQ1



TQA B2b Question “Mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020B Question “Mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2c Question “Social studies”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020C Question “Social studies”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2d Question “Science”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020D Question “Science”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2e Question “Music”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020E Question “Music”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2f Question “Art”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020F Question “Art”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2g Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020G Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2h Question “Dance/creative movement”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020H Question “Dance/creative movement”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2i Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020I Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B2j Question “Foreign language”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA B2k Question “Computer science (including coding)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA B3a Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030A Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3b Question “Mathematics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030B Question “Mathematics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3c Question “Social studies”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030C Question “Social studies”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3d Question “Science”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030D Question “Science”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3e Question “Music”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030E Question “Music”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3f Question “Art”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030F Question “Art”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3g Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030G Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3h Question “Dance/creative movement”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030H Question “Dance/creative movement”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3i Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 CPA030I Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B3j Question “Foreign language”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA B3k Question “Computer science (including coding)”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 3 hours or more_x000D_
Use of class time by subject area T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA B4 Question “The next few questions ask about disruptive student behavior interfering with instruction in each of your classes. _x000D_
_x000D_
How often does disruptive student behavior interfere with your class or classes?”_x000D_
----_x000D_
1. Never_x000D_
2. Seldom_x000D_
3. Usually_x000D_
4. Always_x000D_
Instructional time spent handling disruptive behavior T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B5 Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_
----_x000D_
1. Less than ½ hour_x000D_
2. ½ hour to less than 1 hour_x000D_
3. 1 to less than 1 ½ hours_x000D_
4. 1 ½ to less than 2 hours_x000D_
5. 2 to less than 2 ½ hours_x000D_
6. 2 ½ to less than 3 hours_x000D_
7. 3 hours or more_x000D_
Instructional time spent handling disruptive behavior T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B6a Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?"_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of achievement grouping T-RQ1
T-RQ3





Yes
This item was dropped to allow space for other priorities.
TQA B6b Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B6c Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number of minutes:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





Yes
This item was dropped to allow space for other priorities.
TQA B7a Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of achievement grouping T-RQ1
T-RQ3





yes
This item was dropped to allow space for other priorities.
TQA B7b Question “When you use achievement groups for math, how many groups do you typically have?"_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B7c Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number of minutes:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





yes
This item was dropped to allow space for other priorities.
TQA B8a1 Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_
_x000D_
Extra individual assistance from you”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_


Additional reading services
T-RQ1
T-RQ3
CPA060 Question “Which of the following services, if any, do children in your class or classes who need more help with reading receive?

InstResp "Select all that apply."

1. Extra individual assistance from you, the teacher
2. Individual tutoring from an aide or volunteer
3. Individual tutoring from a credentialed specialist
4. Pull-out instruction in small groups
5. Other
6. No extra services are available.


Additional reading services
T-RQ1
T-RQ3


Yes This item was revised to be consistent with Spring K.
TQA B8a2 Question “How many minutes per session of extra help in reading do they receive from you, on average?”_x000D_
_x000D_
InstResp “Do not count time spent moving between class and the service.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”


Additional reading services
T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B8b1 Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_
_x000D_
Individual tutoring from an aide or volunteer”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_


Additional reading services
T-RQ1
T-RQ3





Yes
This item was combined into single question (CPA060) to reduce burden.
TQA B8b2 Question “How many minutes per session of extra help in reading do they receive from the aide or volunteer, on average, not counting time spent moving between class and the service?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”


Additional reading services
T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B8c1 Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_
_x000D_
Individual tutoring from a credentialed specialist”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_


Additional reading services
T-RQ1
T-RQ3





Yes
This item was combined into single question (CPA060) to reduce burden.
TQA B8c2 Question “How many minutes per session of extra help in reading do they receive from the specialist, on average, not counting time spent moving between class and the service?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”


Additional reading services
T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B8d1 Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_
_x000D_
Pull-out instruction in small groups”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. Once a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_


Additional reading services
T-RQ1
T-RQ3





Yes
This item was combined into single question (CPA060) to reduce burden.
TQA B8d2 Question “How many minutes per session of extra help in reading do they receive in the small group, on average, not counting time spent moving between class and the service?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”


Additional reading services
T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B8f1 Question “How many minutes per session of extra help in reading do they receive in other reading support, on average, not counting time spent moving between class and the service?”_x000D_
_x000D_
InstResp: “Enter number in box. If none, enter “0.””_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”


Additional reading services
T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B8f1OS Question “Please describe the other reading support.” Other specify for additional reading services T-RQ1
T-RQ3





Yes
This item was dropped to be consistent with SK.
TQA B9a Question: “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Human body”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9b Question “Plants and animals”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050A Question “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes?

Plants and animals”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B9c Question “Dinosaurs and fossils”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9d Question “Solar system and space”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9e Question “Weather (for example, rainy, sunny)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050B Question “Weather (for example, rainy, sunny)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9f Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Understand and measure temperature”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050C Question “Understand and measure temperature”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B9g Question “Water”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050D Question “Water”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9h Question “Sound”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050E Question “Sound”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9i Question “Light”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050F Question “Light”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9j Question “Magnetism and electricity”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9k Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Machines and motors”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9l Question “Tools and their uses”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050G Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes?

Tools and their uses”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B9m Question “Health, safety, nutrition, and personal hygiene”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050H Question “Health, safety, nutrition, and personal hygiene”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9n Question “Important figures and events in American history”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050I Question “Important figures and events in American history”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9o Question “Community resources (for example, grocery store, library)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050J Question “Community resources (for example, grocery store, library)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9p Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Map-reading skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050K Question “Map-reading skills”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Topics taught in social studies and science T-RQ1



TQA B9q Question “Different cultures”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050L Question “Different cultures”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9r Question “Reasons for rules, laws, and government”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050M Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes?

Reasons for rules, laws, and government”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B9s Question “Ecology”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9t Question “Geography”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050N Question “Geography”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9u Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Scientific method”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9v Question “Social problem solving”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050O Question “Social problem solving”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9w Question “Hands-on activities or investigations in science”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050P Question “Hands-on activities or investigations in science”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9x Question “Laboratory skills or techniques”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9y Question “Communicating ideas in science”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050Q Question “Communicating ideas in science”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9z Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_
_x000D_
Relevance of science to society”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B9a1 Question “Community service”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1 IAA050R Question “Community service”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1



TQA B9a2 Question “Current events in the news”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B10a Question “How often do the children in your class(es) do the following activities? _x000D_
_x000D_
Go to the school library or media center”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Topics taught in social studies and science T-RQ1 CPA080 Question “How often do the children in your class or classes do the following activities?

Go to the school library or media center”
----
1. No library or media center in this school
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B10b Question “Borrow materials from the library or media center”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Topics taught in social studies and science T-RQ1




Yes
This item was dropped to be consistent with SK.
TQA B11 Question “How many days a week do children have recess?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Topics taught in social studies and science T-RQ1 #REF! Question “How many days a week do children have recess?”

Pre-unit: “Number of days:”

Watermark: “Enter number”
Topics taught in social studies and science T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B12a Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Lunch”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 #REF! Question “In a typical day, how much time do children in your class or classes spend in the following activities?

InstResp “If you have more than one class, enter the average for your classes.”

Lunch”
----
1. No time
2. 1-15 minutes
3. 16-30 minutes
4. 31-45 minutes
5. Longer than 45 minutes
Class activities outside of the regular class (library, lunch, and recess) T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B12b Question “Free play indoors”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 #REF! Question “Free play indoors”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1



TQA B12c Question “Free play outdoors (including recess)”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 #REF! Question “Free play outdoors (including recess)”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1








#REF! Question “Which of the following types of aides do you receive help from in your classroom? ”

InstResp "Please select all that apply."
----
1. Regular aides who work directly with children
2. Special education aides who work directly with children
3. English as a Second Language (ESL) or bilingual education aides who work directly with children
4. Volunteers (for example, parents, high school students, community members) who work directly with children
5. Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing materials, etc.)
6. No aides are available.
Classroom aides (paid aides and volunteers) T-RQ1 Yes

This items was added to be consistent with Spring K.
TQA B13a Question "How many hours a week do different types of paid aides or volunteers usually work with children on instructional tasks either in your classroom or in a pull-out setting?_x000D_
_x000D_
Regular aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1 #REF! Question "Approximately how many hours per week do you have an aide working in your classroom?

If multiple aides are in your classroom during the same one hour, please count that as one hour.

Enter to the half hours. For example, 1 1/2 hours would be entered as 1.5. As another example, 30 minutes would be entered as 0.5."

Pre-unit "Number of hours:"

Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA B13b Question "Special education aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B13c Question "ESL or bilinugal education aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B13d Question "Volunteers (for example, parents, high school students, community members)"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B16a Question "How many hours a week do different types of paid aides or volunteers usually do non-instructional work (for example, photocopying, preparing materials, etc.) either  in your classroom or in a pul-out setting?_x000D_
_x000D_
Regular aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B16b Question "Special education aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B16c Question "ESL or bilinugal education aides"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B16d Question "Volunteers (for example, parents, high school students, community members)"_x000D_
_x000D_
InstResp "Enter the number of hours for each type of paid aide or volunteer.  If none, write “0.”"_x000D_
_x000D_
Pre-unit "Hours:"_x000D_
_x000D_
Watermark "Enter hours"
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B17a Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 #REF! Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class or classes in the following subject areas?

Reading and language arts”
----
1. I get all the resources I need.
2. I get most of the resources I need.
3. I get some of the resources I need.
4. I don't get any of the resources I need.
Availability, use, and adequacy of instructional materials T-RQ1

yes This item was revised to be consistent with Spring K.
TQA B17b Question “Mathematics”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 #REF! Question “Mathematics”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA B17c Question “Science”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 #REF! Question “Science”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA B18a Question “In general, how adequate is each of the following for your class(es)?_x000D_
_x000D_
Textbooks”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18b Question “Tradebooks (for example, novels, collections of poetry, nonfiction)”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18c Question “Basal reader books”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18d Question “Manipulatives (for example, blocks, puzzles)”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18e Question “Digital tablets (such as an iPad)”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18f Question “Visual display technology (for example, Smart Board)”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18g Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_
_x000D_
Computers with internet access (laptop or desktop)”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18h Question “Licensed computer software packages”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18i Question “Paid digital substriptions (for example subscriptions to online apps, platforms and/or programs).”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18j Question “Paper and pencils”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18k Question “Printing and reproduction”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18l Question “Art materials, paints, clays”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18m Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_
_x000D_
Musical instruments”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18n Question “Musical recordings”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18o Question “Materials for teaching ELL children”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18p Question “Materials for teaching children with disabilities”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18q Question “Heat and air-conditioning”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B18r Question “Classroom space”_x000D_
----_x000D_
1. I don’t use these at this grade level._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B19 Question “Many schools have PTAs/PTOs that help provide additional support to their school. Which of the following are supported by funds raised or donated by your PTA/PTO?”_x000D_
_x000D_
InstResp “Please include programs run by the school and those run by outside groups. _x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. Books for class library_x000D_
2. Technology for your classroom (Smartboards, Chromebooks, tablets, apps, etc.)_x000D_
3. Basic classroom supplies (paper, pencils, crayons, etc.)_x000D_
4. Classroom arts supplies (for musical, visual, dance, and dramatic arts activities)_x000D_
5. Field trips_x000D_
6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs)_x000D_
7. PTA/PTO does not provide funds or donations to support my classroom_x000D_
8. Our school does not have a PTA/PTO_x000D_
91. Other (Please specify):_x000D_
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B19OS
Other specify for PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B20 Question “Which statements are true of how the following technology is used as a learning tool by students in your classroom?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Students are encouraged to use personal cell phones and/or tablets_x000D_
2. Students are required to use personal cell phones and/or tablets_x000D_
3. Students are encouraged to use school-provided tablets or other digital devices_x000D_
4. Students are required to use school-provided tablets or other digital devices_x000D_
5. Students are encouraged to use school computers_x000D_
6. Students are required to use school computers_x000D_
7. None of the above_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B21 Question “Which of the following best describes the mode of instruction that you use in your classes?”_x000D_
----_x000D_
1. In-person instruction only_x000D_
2. Web-based instruction only_x000D_
3. Blended instruction_x000D_
Instructional activities T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B22 Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person? _x000D_
_x000D_
Watermark “Enter percentage”
Instructional activities T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B24a Question “The next group of questions asks about classroom practices. In a typical day, how much time does a child in your class spend in the following activities? _x000D_
_x000D_
Working independently”_x000D_
_x000D_
InstResp “Do not include lunch or recess breaks.”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010Ax Question “The next group of questions asks about classroom practices. In a typical day, how much time does a child in your class spend in the following activities?

Working independently”

InstResp “Do not include lunch or recess breaks.”
----
1. No time
2. Half hour or less
3. About one hour
4. About two hours
5. About three hours
6. Four hours or more
Class organization T-RQ1



TQA B24b Question “Working on individual tasks under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010Bx Question “Working on individual tasks under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B24c Question “Working with peers under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010Cx Question “Working with peers under teacher direction”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B24d Question “Working in small groups with teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPA010Dx Question “Working in small groups with teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B24e Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1 CPQ010Ex Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_
----_x000D_
1. No time_x000D_
2. Half hour or less_x000D_
3. About one hour_x000D_
4. About two hours_x000D_
5. About three hours_x000D_
6. Four hours or more_x000D_
Class organization T-RQ1



TQA B25 Question “How often does disruptive student behavior interfere with your instruction?”_x000D_
----_x000D_
1. Never_x000D_
2. Seldom_x000D_
3. Usually_x000D_
4. Always_x000D_
Instructional time spent handling disruptive behavior T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B26 Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_
----_x000D_
1. Less than ½ hour_x000D_
2. ½ hour to less than 1 hour_x000D_
3. 1 to less than 1 ½ hours_x000D_
4. 1 ½ to less than 2 hours_x000D_
5. 2 to less than 2 ½ hours_x000D_
6. 2 ½ to less than 3 hours_x000D_
7. 3 hours or more_x000D_
Instructional time spent handling disruptive behavior T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B27a Question “How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Ax Question “How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27b Question “Mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Bx Question “Mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27c Question “Social studies”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Cx Question “Social studies”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27d Question “Science”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Dx Question “Science”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27e Question “Music”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Ex Question “Music”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27f Question “Art”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Fx Question “Art”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27g Question “{Continued} How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Gx Question “{Continued} How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27h Question “Dance/creative movement”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Hx Question “Dance/creative movement”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27i Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Ix Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B27j Question “Foreign language (excluding English for ELL students)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Jx Question “Foreign language (excluding English for ELL students)”
----
1. Never
2. Less than once a week
3. 1 day a week
4. 2 days a week
5. 3 days a week
6. 4 days a week
7. 5 days a week
Use of class time by subject area T-RQ1



TQA B27k Question “Computer science (including coding)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1 CPA020Kx Question “Computer science (including coding)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of class time by subject area T-RQ1



TQA B28a Question “On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28b Question “Mathematics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Mathematics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28c Question “Social studies”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Social studies”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28d Question “Science”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Science”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28e Question “Music”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Music”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28f Question “Art”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Art”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28g Question “{Continued} On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “{Continued} On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_
_x000D_
Physical education”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28h Question “Dance/creative movement”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Dance/creative movement”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28i Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question “Theater/creative dramatics”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B28j Question “Foreign language (excluding English for ELL students)”
----
1. Not applicable/Never
2. Less than ½ hour a day
3. ½ hour to less than 1 hour
4. 1 to less than 1 ½ hours
5. 1 ½ to less than 2 hours
6. 2 to less than 2 ½ hours
7. 2 ½ to less than 3 hours
8. 3 hours or more
Use of class time by subject area T-RQ1 #REF! Question “Foreign language (excluding English for ELL students)”
----
1. Not applicable/Never
2. Less than ½ hour a day
3. ½ hour to less than 1 hour
4. 1 to less than 1 ½ hours
5. 1 ½ to less than 2 hours
6. 2 to less than 2 ½ hours
7. 2 ½ to less than 3 hours
8. 3 hours or more
Use of class time by subject area T-RQ1



TQA B28k Question "Computer science (including coding)"_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1 #REF! Question "Computer science (including coding)"_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour a day_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Use of class time by subject area T-RQ1



TQA B29a Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of achievement grouping T-RQ1
T-RQ3
CPA040Ax Question “In an average week, how often do you divide your class into achievement groups for reading activities or lessons?”
----
1. Never
2. Less than once a week
3. 1 day a week
4. 2 days a week
5. 3 days a week
6. 4 days a week
7. 5 days a week
Use of achievement grouping T-RQ1
T-RQ3


Yes This item was revised for first grade.
TQA B29b Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B29c Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number of minutes:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3
CPA040Bx Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”

Pre-unit: “Number of minutes:”

Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3


Yes This item was revised for first grade.
TQA B30a Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_
----_x000D_
1. Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week_x000D_
Use of achievement grouping T-RQ1
T-RQ3
CPA050Ax Question “In an average week, how often do you divide your class into achievement groups for math activities or lessons?”
----
1. Never
2. Less than once a week
3. 1 day a week
4. 2 days a week
5. 3 days a week
6. 4 days a week
7. 5 days a week
Use of achievement grouping T-RQ1
T-RQ3


Yes This item was revised for first grade.
TQA B30b Question “When you use achievement groups for math, how many groups do you typically have?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B30c Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Pre-unit: “Number of minutes:”_x000D_
_x000D_
Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3
CPA050Bx Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”

Pre-unit: “Number of minutes:”

Watermark: “Enter number”
Use of achievement grouping T-RQ1
T-RQ3


Yes This item was revised for first grade.
TQA B31a Question “How often do the children in your class(es) do the following activities? _x000D_
_x000D_
Go to the school library or media center”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 CPA080x Question “How often do the children in your class do the following activities?

Go to the school library or media center”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Class activities outside of the regular class (library, lunch, and recess) T-RQ1

Yes The item wording was revised for first grade.
TQA B31b Question “Borrow materials from the library or media center”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B32 Question “How many days a week do children have recess?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 CPA090x Question “How many days a week do children have recess?”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Class activities outside of the regular class (library, lunch, and recess) T-RQ1



TQA B33a Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_
_x000D_
InstResp “If you have more than one class, enter the average for your classes.”_x000D_
_x000D_
Lunch”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 CPA100Ax Question “In a typical day, how much time do children in your class spend in the following activities?

Lunch”
----
1. No time
2. 1-15 minutes
3. 16-30 minutes
4. 31-45 minutes
5. Longer than 45 minutes
Class activities outside of the regular class (library, lunch, and recess) T-RQ1

Yes The item wording was revised for first grade.
TQA B33b Question “Free play indoors”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 CPA100Bx Question “Free play indoors”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1



TQA B33c Question “Free play outdoors (including recess)”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1 CPA100Cx Question “Free play outdoors (including recess)”_x000D_
----_x000D_
1. No time_x000D_
2. 1-15 minutes_x000D_
3. 16-30 minutes_x000D_
4. 31-45 minutes_x000D_
5. Longer than 45 minutes_x000D_
Class activities outside of the regular class (library, lunch, and recess) T-RQ1








CPA300 Question “Do any of the following staff members provide direct instruction to students in your class or classes who are struggling or at risk of failure in reading or math?”

InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”
----
1. A reading specialist/interventionist who has specialized training in reading instruction
2. A math specialist/interventionist who has specialized training in math instruction
3. A special education teacher
Classroom aides (paid aides and volunteers) T-RQ1

yes This item was revised to be consistent with Spring K.
TQA B34 Question “Do any of the following staff members provide direct instruction to students in your class who are struggling or at risk of failure in reading or math?”_x000D_
_x000D_
InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”_x000D_
----_x000D_
1. A reading specialist/interventionist who has specialized training in reading instruction_x000D_
2. A math specialist/interventionist who has specialized training in math instruction_x000D_
3. A special education teacher_x000D_
Classroom aides (paid aides and volunteers) T-RQ1 CPA300x Question “Do any of the following staff members provide direct instruction to students in your class who are struggling or at risk of failure in reading or math?”_x000D_
_x000D_
InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”_x000D_
----_x000D_
1. A reading specialist/interventionist who has specialized training in reading instruction_x000D_
2. A math specialist/interventionist who has specialized training in math instruction_x000D_
3. A special education teacher_x000D_
Classroom aides (paid aides and volunteers) T-RQ1








CPA110Ax Question “Which of the following types of aides do you receive help from in your classroom? ”

InstResp "Please select all that apply."
----
1. Regular aides who work directly with children
2. Special education aides who work directly with children
3. English as a Second Language (ESL) or bilingual education aides who work directly with children
4. Volunteers (for example, parents, high school students, community members) who work directly with children
5. Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing materials, etc.)
6. No aides are available.
Classroom aides (paid aides and volunteers) T-RQ1 Yes

This item was added to the on grade level path to be consistent with Spring K.
TQA B35a Question “How many hours a week do different types of paid professionals/aides or volunteers usually work directly with children on instructional tasks either in your classroom or in a pull-out setting? General paraprofessionals/aides”_x000D_
_x000D_
InstResp “Enter the number of hours in the appropriate boxes below. If none, write “0.”_x000D_
_x000D_
Pre-unit: “Hours per week:”_x000D_
_x000D_
Watermark: “Enter hours per week”
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to allow space for other priorities.
TQA B35b Question “Special education paraprofessionals/aides”_x000D_
_x000D_
Pre-unit: “Hours per week:”_x000D_
_x000D_
Watermark: “Enter hours per week”
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B35c Question “ESL or bilingual education paraprofessionals or aides”_x000D_
_x000D_
Pre-unit: “Hours per week:”_x000D_
_x000D_
Watermark: “Enter hours per week”
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B35d Question “Volunteers (for example, parents, high school students, community members)”_x000D_
_x000D_
Pre-unit: “Hours per week:”_x000D_
_x000D_
Watermark: “Enter hours per week”
Classroom aides (paid aides and volunteers) T-RQ1




Yes
This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B.
TQA B36a Question “Please report the following about the computers located in your classroom every day. Total number of devices”

InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”

Pre-unit: “Number:”

Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1 CPA310a Question “Please report the following about the computers located in your classroom every day. Total number of devices”

InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”

Pre-unit: “Number:”

Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1



TQA B36b Question “Please report the following about the computers located in your classroom every day. Number with internet access”_x000D_
_x000D_
InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1 CPA310b Question “Please report the following about the computers located in your classroom every day. Number with internet access”

InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”

Pre-unit: “Number:”

Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1



TQA B37a Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Total number of devices”_x000D_
_x000D_
InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1 CPA320a Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Total number of devices”

InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”

Pre-unit: “Number:”

Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1



TQA B37b Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Number with internet access”_x000D_
_x000D_
InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1 CPA320b Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Number with internet access”

InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”

Pre-unit: “Number:”

Watermark: “Enter number”
Availability, use, and adequacy of instructional materials T-RQ1



TQA B38a Question “How frequently do you or your students use computers (desktop, laptop, or other computer-type devices such as a Chrome Book) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1 CPA330a Question “How frequently do you or your students use computers (desktop, laptop, or other computer-type devices such as a Chrome Book) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B38b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA330b Question “Internet research”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B38c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA330c Question “Special projects”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B38d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA330d Question “Presentations”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B38e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA330e Question “Homework”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B38f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA330f Question “Accessing digital resources available through the district (intranet)”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39a Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?”_x000D_
_x000D_
“Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340a Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?”

“Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340b Question “Internet research”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340c Question “Special projects”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340d Question “Presentations”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340e Question “Homework”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B39f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA340f Question “Accessing digital resources available through the district (intranet)”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B40a Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B40b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B40c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B40d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B40e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B40f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1




yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA B41a Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360a Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B41b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360b Question “Internet research”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B41c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360c Question “Special projects”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B41d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360d Question “Presentations”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B41e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360e Question “Homework”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B41f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not available_x000D_
Technology in instruction T-RQ1 CPA360f Question “Accessing digital resources available through the district (intranet)”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not available
Technology in instruction T-RQ1



TQA B42a Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas?_x000D_
_x000D_
English language arts”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 CPA120Ax Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas?

Reading and language arts”
----
1. I get all the resources I need.
2. I get most of the resources I need.
3. I get some of the resources I need.
4. I don't get any of the resources I need.
Availability, use, and adequacy of instructional materials T-RQ1



TQA B42b Question “Mathematics”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 CPA120Bx Question “Mathematics”
----
1. I get all the resources I need.
2. I get most of the resources I need.
3. I get some of the resources I need.
4. I don't get any of the resources I need.
Availability, use, and adequacy of instructional materials T-RQ1



TQA B42c Question “Science”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Availability, use, and adequacy of instructional materials T-RQ1 CPA120Cx Question “Science”
----
1. I get all the resources I need.
2. I get most of the resources I need.
3. I get some of the resources I need.
4. I don't get any of the resources I need.
Availability, use, and adequacy of instructional materials T-RQ1



TQA C1a Question “The next set of questions relates to your instructional activities and resources. To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes?_x000D_
_x000D_
Classroom routines are consistently implemented.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
This item was dropped to be consistent with Spring K
TQA C1b Question “Expectations of students are clearly communicated in positive terms.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C1c Question: “You gain the attention of all students before beginning a lesson.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C1d Question: “You solicit both group and individual responses to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C1e Question: “You provide all students with individual opportunities to respond to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C1f Question: “There is a system for documenting and rewarding appropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C1g Question: “You use a range of consequences to discourage inappropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C2a Question “To what extent do you agree that you teach the following social and emotional competencies in your classes?_x000D_
_x000D_
Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C2b Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C2c Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C2d Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C2e Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C3a Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_
_x000D_
Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010A Question “The next series of questions are focused on your instructional activities and curricular focus in your class or clases. How strongly do you agree or disagree with the following statements about your class or classes?

Pictures, posters, artwork, and other décor reflect the cultures and ethnic backgrounds of each student in your class or classes.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K
TQA C3b Question “Ensure that all notices and communications to families and caregivers are written in their language of origin.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010B Question “All notices and communications to families/caregivers of students in your class or classes are written in their language of origin.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C3c Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010C Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class or classes.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C3d Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them in your classes.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C4a Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in this class?_x000D_
_x000D_
Basal reading series (a core or primary reading text for all students)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020A Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in your class or classes?

Core or primary reading text for all students (e.g., basal reading series)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4b Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020B Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C4c Question “Newspapers and/or magazines”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020D Question “Children's newspapers and/or magazines”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4d Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020C Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C4e Question “Computer software for reading instruction”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020E Question “Computer software and applications for reading instruction (including those for laptops, desktops, cell phones, or digital tablets)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4f Question “Applications for cell phones or digital tablets”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C4g Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Fx Question “Tradebooks (for example, collections of non-fiction)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4h Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_
_x000D_
Materials from other subjects (for example, science, social studies)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020G Question “{Continued} How often do you use the following resources to teach reading in your class or classes?

Reading materials from other subjects (for example, science, social studies)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4i Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020H Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C4j Question “Big books”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Ix Question “Big books and decodable or sound/symbol books”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C4k Question “Decodable books, sound/symbols books”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C4l Question “Read-along books paired with audiobooks”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C4m Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C5a Question “How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_
_x000D_
Practice writing the letters of the alphabet”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060A Question “How often do children in your class or classes do each of the following reading and language arts activities?

Practice writing the letters of the alphabet”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5b Question “Discuss new or difficult vocabulary”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060B Question “Discuss new or difficult vocabulary”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5c Question “Dictate stories to a teacher, aide, or volunteer”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060C Question “Dictate stories to a teacher, aide, or volunteer”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5d Question “Work on phonics”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060D Question “Work on phonics”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5e Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060E Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5f Question “Listen to you read stories but they don't see the print”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060F Question {Continued} How often do children in your class or classes do each of the following reading and language arts activities?"

Listen to you read stories but they don't see the print”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5g Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_
_x000D_
Retell stories”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060G Question “Retell stories”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5h Question “Read aloud”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060H Question “Read aloud”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5i Question “Read from basal reading texts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060I Question “Read from basal reading texts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5j Question “Read silently”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060J Question “Read silently”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5k Question “Work in a reading workbook or on a worksheet”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060K Question "{Continued} How often do children in your class or classes do each of the following reading and language arts activities?"

Work in a reading workbook or on a worksheet”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5l Question “Write words from dictation, to improve spelling”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060L Question “Write words from dictation, to improve spelling”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5m Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_
_x000D_
Write with encouragement to use invented spellings, if needed”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060M Question “Write with encouragement to use invented spellings, if needed”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5n Question “Read books they have chosen for themselves”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060N Question “Read books they have chosen for themselves”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5o Question “Compose and write stories or reports”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060O Question “Compose and write stories or reports”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5p Question “Project based activities related to a book or story”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060P Question "{Continued} How often do children in your class or classes do each of the following reading and language arts activities?"

Do an activity or project related to a book or story”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C5q Question “Perform plays and skits”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C5r Question “Writing in a journal”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060Q Question “Writing in a journal”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5s Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_
_x000D_
Work in mixed-achievement groups on language arts activities”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C5t Question “Peer tutoring”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C5u Question “Read text with controlled vocabulary”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060R Question “Read text with controlled vocabulary”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5v Question “Read text with strong phonetic patterns”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060S Question “Read text with strong phonetic patterns”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C5w Question “Read text with patterned or predictable text”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA060T Question “Read text with patterned or predictable text”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6a Question “For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_
_x000D_
Conventions of print (left to right orientation, book holding)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070A Question “For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes?

Conventions of print (left to right orientation, book holding)”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C6b Question “Writing own name (first and last)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C6c Question “Rhyming words and word families”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070B Question “Rhyming words and word families”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6d Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070C Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6e Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070D Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6f Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_
_x000D_
Reading multi-syllable words, like “adventure”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070E Question "Reading multi-syllable words, like “adventure”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C6g Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070F Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6h Question “Use of common prepositions such as over and under, up and down”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070G Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes?

Use of common prepositions such as over and under, up and down”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C6i Question “Identifying the main idea and parts of a story”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070H Question “Identifying the main idea and parts of a story”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6j Question “Orally retelling stories, including key details”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070I Question “Orally retelling stories, including key details”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6k Question “Remembering and following directions that include a series of actions”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070J Question “Remembering and following directions that include a series of actions”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6l Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_
_x000D_
Using capitalization and punctuation”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070K Question “Using capitalization and punctuation”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C6m Question “Composing and writing complete sentences”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070L Question “Composing and writing complete sentences”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C6n Question “Writing narratives with two or more appropriately sequenced events”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C6o Question “Conventional spelling”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070M Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes?

Conventional spelling”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C6p Question “Alphabetizing”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C6q Question “Reading age appropriate books independently with comprehension”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA070N Question “Reading age appropriate books independently with comprehension”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7a Question “How often do children in this class do each of the following math activities?_x000D_
_x000D_
Count out loud”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080A Question “How often do children in your class or classes do each of the following math activities?

Count out loud”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7b Question “Work with geometric manipulatives”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080B Question “Work with geometric manipulatives”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7c Question “Play math-related games”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080C Question “Play math-related games”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7d Question “Use a calculator for math”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C7e Question “Use music to understand math concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080D Question “Use music to understand math concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7f Question “Use creative movement or creative drama to understand math concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080E Question “Use creative movement or creative drama to understand math concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7g Question “{Continued} How often do children in this class do each of the following math activities?_x000D_
_x000D_
Work with rulers, measuring cups, spoons, or other measuring instruments”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080F Question “Work with rulers, measuring cups, spoons, or other measuring instruments”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7h Question “Explain how a math problem is solved”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080G Question “{Continued} How often do children in your class or classes do each of the following math activities?

Explain how a math problem is solved”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7i Question “Engage in calendar-related activities”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080H Question “Engage in calendar-related activities”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7j Question “Do math worksheets”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080I Question “Do math worksheets”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7k Question “Do math problems from their textbooks”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080J Question “Do math problems from their textbooks”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C7l Question “How often do children in this class do each of the following math activities?_x000D_
_x000D_
Complete math problems independently in front of whole group”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080K Question “Complete math problems independently in front of whole group”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7m Question “{Continued} How often do children in this class do each of the following math activities?_x000D_
_x000D_
Solve math problems in small groups or with a partner”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080L Question “Solve math problems in small groups or with a partner”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7n Question “Work on math problems that reflect real-life situations”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080M Question “{Continued} How often do children in your class or classes do each of the following math activities?

Work on math problems that reflect real-life situations”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C7o Question “Work in mixed achievement groups on math activities”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C7p Question “Peer tutoring”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C7q Question “Use a number line to understand number concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA080N Question “Use a number line to understand number concepts”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8a Question: “For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_
_x000D_
Correspondence between number and quantity”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090A Question: “For this school year as a whole, how often did you teach each of the following math skills in your class or classes?

Correspondence between number and quantity”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

yes This item was revised to be consistent with Spring K.
TQA C8b Question “Counting by 2s, 5s, and 10s”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090B Question “Counting by 2s, 5s, and 10s”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8c Question “Counting on from a given number instead of 1”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090C Question “Counting on from a given number instead of 1”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8d Question “Counting beyond 100”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090D Question “Counting beyond 100”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8e Question “Writing all numbers between 1 and 100”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C8f Question “Recognizing and naming geometric shapes”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090E Question “Recognizing and naming geometric shapes”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8g Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_
_x000D_
Identifying relative quantity (for example, equal, most, less, more)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090F Question “Identifying relative quantity (for example, equal, most, less, more)”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8h Question “Sorting objects into subgroups according to a rule”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090G Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes?

Sorting objects into subgroups according to a rule”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C8i Question “Ordering objects by size or other properties”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090H Question “Ordering objects by size or other properties”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8j Question “Making, copying, or extending patterns”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090I Question “Making, copying, or extending patterns”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8k Question “Recognizing the value of coins and currency”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C8l Question “Adding single-digit numbers”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090J Question “Adding single-digit numbers”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8m Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_
_x000D_
Subtracting single-digit numbers”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090K Question “Subtracting single-digit numbers”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C8n Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090L Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8o Question “Reading three-digit numbers”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C8p Question “Interpreting simple graphs”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090M Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes?

Interpreting simple graphs”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C8q Question “Performing simple data collection and graphing”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090N Question “Performing simple data collection and graphing”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C8r Question “Measuring to nearest whole number using common instruments (for example, rulers, tape measures, thermometers, or scales)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C8s Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_
_x000D_
Decomposes numbers less than or equal to 10 by using objects or drawings”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA090O Question “Decomposes numbers less than or equal to 10 by using objects or drawings”
----
1. Once a month or less
2. Two or three times a month
3. Once or twice a week
4. Three or four times a week
5. Daily
6. Not taught because this is taught at a higher grade level
7. Not taught because children should already know
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C8t Question “Telling time”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C8u Question “Estimating quantities”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C8v Question “Estimating probability”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C8w Question “Writing math equations to solve word problems”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. Two or three times a month_x000D_
3. Once or twice a week_x000D_
4. Three or four times a week_x000D_
5. Daily_x000D_
6. Not taught because this is taught at a higher grade level_x000D_
7. Not taught because children should already know_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C9 Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3 CSA250 Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your class?”
----
1. Yes
2. No
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3



TQA C10a Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_
_x000D_
For academic instruction in reading/literacy”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23a (row 97)
TQA C10b Question “For academic instruction in mathematics”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23b (row 98)
TQA C10c Question “For academic instruction in other subjects”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23c (row 99)
TQA C10d Question “For instructional support (for example, explaining directions, etc.)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23d (row 100)
TQA C10e Question “For controlling and directing student behavior (classroom management)”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23e (row 101)
TQA C10f Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_
_x000D_
For conversation”_x000D_
----_x000D_
1. Never_x000D_
2. Less than half the time_x000D_
3. About half the time_x000D_
4. More than half the time_x000D_
5. All the time_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3




yes
This item is a Duplicate of A23f (row 102)
TQA C11 Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?”_x000D_
----_x000D_
1. 1-15 minutes a day_x000D_
2. 16-30 minutes a day_x000D_
3. 31-60 minutes a day_x000D_
4. More than 60 minutes a day_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3 IAA250 Question “How much time per day do you and any other teacher or aide speak any non-English language in your class?”
----
1. 1-15 minutes a day
2. 16-30 minutes a day
3. 31-60 minutes a day
4. More than 60 minutes a day
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3



TQA C12 Question: “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3 IAA100 Question: “Do you have any students who are English language learners (ELLs) in your class or classes?”
----
1. Yes
2. No
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) T-RQ3

Yes This item was revised to be consistent with Spring K.
TQA C13a Question “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class} do each of the following activities (in your classroom or in a pull-out program)?

Take assessments to monitor their English language acquisition”
----
1. Once a month or less
2. 2 to 3 times a month
3. 1 to 2 times a week
4. 3 to 4 times a week
5. Daily
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3 IAA110A Question “How often do English language learners (ELL children) in your class or classes do each of the following activities (in your classroom or in a pull-out program)?

Take assessments to monitor their English language acquisition”
----
1. Once a month or less
2. 2 to 3 times a month
3. 1 to 2 times a week
4. 3 to 4 times a week
5. Daily
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3

Yes This item was revised to be consistent with Spring K.





IAA110Ax Question “How often do English language learners (ELL children) in your class do each of the following activities (in your classroom or in a pull-out program)?

Take assessments to monitor their English language acquisition”
----
1. Once a month or less
2. 2 to 3 times a month
3. 1 to 2 times a week
4. 3 to 4 times a week
5. Daily
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3

yes The item wording was revised for first grade.
TQA C13b Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3 IAA110B Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3








IAA110Bx Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3



TQA C13c Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3 IAA110C Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3








IAA110Cx Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3



TQA C13d Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3 IAA110D Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3








IAA110Dx Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_
----_x000D_
1. Once a month or less_x000D_
2. 2 to 3 times a month_x000D_
3. 1 to 2 times a week_x000D_
4. 3 to 4 times a week_x000D_
5. Daily_x000D_
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) T-RQ3



TQA C14 Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_
----_x000D_
1. 0 days_x000D_
2. 1 day_x000D_
3. 2 days_x000D_
4. 3 days_x000D_
5. 4 days_x000D_
6. 5 days_x000D_
Use of homework T-RQ1 IAA120 Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”
----
1. 0 days
2. 1 day
3. 2 days
4. 3 days
5. 4 days
6. 5 days or more days
Use of homework T-RQ1



TQA C15a Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130A Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?

Reading and language arts”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C15b Question “Math”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130B Question “Math”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C15c Question: “Other”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130C Question: “Other”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C15cOS Question “Please describe the other homework.” Other specify for use of homework T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C16a Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_
_x000D_
Classroom routines are consistently implemented.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16b Question “Expectations of students are communicated in positive terms.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16c Question “You gain the attention of all students before beginning a lesson.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16d Question “You solicit both group and individual responses to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16e Question “You provide all students with individual opportunities to respond to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16f Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C16g Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Instructional practices supportive of positive behavior in the classroom T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C17a Question “How strongly do you agree or disagree that you teach the following social and emotional competencies in your class?_x000D_
_x000D_
Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C17b Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C17c Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C17d Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C17e Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Socioemotional competencies taught T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C18a Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_
_x000D_
Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010Ax Question “How strongly do you agree or disagree that you utilize the following practices in your class?

Pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds of each student in your class.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C18b Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010Bx Question “All notices and communications to families/caregivers of students in your class are written in their language of origin”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C18c Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1 IAA010Cx Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C18d Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them with students”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C19a Question “How often do you use the following resources to teach reading in this class?_x000D_
_x000D_
Basal reading series (a core or primary reading text for all students)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Ax Question “The next series of questions is about your insruction in reading and language arts. How often do you use the following resources to teach reading in your class?

Core or primary reading text for all students (e.g., basal reading series”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C19b Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Bx Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C19c Question “Children's newspapers and/or magazines”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Dx Question “Children's newspapers and/or magazines”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C19d Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Cx Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C19e Question “Computer software for reading instruction”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Ex Question “Computer software for reading instruction (including those for laptops, desktops, cell phones, or digital tablets)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C19f Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_
_x000D_
Applications for digital tablets”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
This item was dropped to be consistent with Spring K.
TQA C19g Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Fx Question “Tradebooks (for example, collections of non-fiction)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C19h Question “Materials from other subjects (for example, science, social studies)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Gx Question “Reading materials from other subjects (for example, science, social studies)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C19i Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Hx Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1



TQA C19j Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_
_x000D_
Big books”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1 IAA020Ix Question “Big books and decodeable or sound/symbol books)”
----
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Almost every day
Availability, use, and adequacy of instructional materials T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C19k Question “Decodable books, sound/symbols books”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C19l Question “Read-along books paired with audiobooks”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C19m Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_
----_x000D_
1. Never or hardly ever_x000D_
2. Once or twice a month_x000D_
3. Once or twice a week_x000D_
4. Almost every day_x000D_
Availability, use, and adequacy of instructional materials T-RQ1




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA C20a Question “From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class."

InstResp:“Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”

"Identifying main ideas in a story”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300a Question “From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class."

InstResp:“Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”

"Identifying main ideas in a story”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20b Question “Retelling stories, including main ideas and details”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300b Question “Retelling stories, including main ideas and details”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20c Question “Describing characters, settings, and major events in a story”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300c Question “Describing characters, settings, and major events in a story”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20d Question “Identifying words and phrases that suggest feelings or appeal to the senses”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300d Question “Identifying words and phrases that suggest feelings or appeal to the senses”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20e Question “Identifying who is telling a story at different points in a text”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300e Question “Identifying who is telling a story at different points in a text”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20f Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_
_x000D_
Identifying main ideas and details in informational text”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300f Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class.

Identifying main ideas and details in informational text”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20g Question “Identifying the reasons an author gives to support points in an opinion piece”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300g Question “Identifying the reasons an author gives to support points in an opinion piece”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20h Question “Describing similarities and differences between two reading selections”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300h Question “Describing similarities and differences between two reading selections”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20i Question “Recognizing the differences between fiction and non-fiction”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300i Question “Recognizing the differences between fiction and non-fiction”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20j Question “Reading informational selections of appropriate complexity for this grade”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300j Question “Reading informational selections of appropriate complexity for this grade”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20k Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_
_x000D_
Reading prose and poetry of appropriate complexity for this grade”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300k Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class.

Reading prose and poetry of appropriate complexity for this grade”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20l Question “Segmenting words into phonemes”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300l Question “Segmenting words into phonemes”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20m Question “Manipulating phonemes to form new words”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300m Question “Manipulating phonemes to form new words”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20n Question “Breaking spoken words into sounds”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300n Question “Breaking spoken words into sounds”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20o Question “Blending sounds to form words”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300o Question “Blending sounds to form words”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20p Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_
_x000D_
Reading irregularly spelled words”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300p Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class.

Reading irregularly spelled words”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20q Question “Reading and rereading passages orally with guidance on pacing, intonation, and expression”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300q Question “Reading and rereading passages orally with guidance on pacing, intonation, and expression”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20r Question “Reading accurately and fluently to support comprehension”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300r Question “Reading accurately and fluently to support comprehension”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20s Question “Identifying character, setting, and plot”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300s Question “Identifying character, setting, and plot”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20t Question “Generating questions about character, setting, and plot”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300t Question “Generating questions about character, setting, and plot”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20u Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_
_x000D_
Predicting what might occur next in the text”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300u Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class.

Predicting what might occur next in the text”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20v Question “Writing an opinion piece, giving reasons for the opinion”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300v Question “Writing an opinion piece, giving reasons for the opinion”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20w Question “Writing an informational piece that includes some facts on the topic”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300w Question “Writing an informational piece that includes some facts on the topic”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C20x Question “Writing a narrative with two or more appropriately sequenced events”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA300x Question “Writing a narrative with two or more appropriately sequenced events”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21a Question “From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.”_x000D_
_x000D_
InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_
_x000D_
“Counting objects up to 20 to establish quantity”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310a Question “From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.”

InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”

“Counting objects up to 20 to establish quantity”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21b Question “Labeling relative quantity using the terms “greater than,” ”less than,” “equal to,” “fewest,” or “most”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310b Question “Labeling relative quantity using the terms “greater than,” ”less than,” “equal to,” “fewest,” or “most”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21c Question “Solving word problems by adding or subtracting numbers equal to 20 or less”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310c Question “Solving word problems by adding or subtracting numbers equal to 20 or less”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21d Question “Solving word problems by adding three numbers whose sum is 20 or less”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310d Question “Solving word problems by adding three numbers whose sum is 20 or less”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21e Question “Working with problems that demonstrate the relationship between counting, addition, and subtraction”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310e Question “Working with problems that demonstrate the relationship between counting, addition, and subtraction”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21f Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_
_x000D_
The meaning of the equal sign”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310f Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.

The meaning of the equal sign”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21g “Determining if both sides of an equation are equal or not equal using subtraction or addition (for example, 7=8-1; 5+2=2+5)”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310g “Determining if both sides of an equation are equal or not equal using subtraction or addition (for example, 7=8-1; 5+2=2+5)”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21h Question “Solving for an unknown whole number in an addition or subtraction equation (for example, 8 + ? = 11)”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310h Question “Solving for an unknown whole number in an addition or subtraction equation (for example, 8 + ? = 11)”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21j Question “Counting to 120, starting at any number less than 120”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310j Question “Counting to 120, starting at any number less than 120”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21k Question “Reading and writing numerals up to 120”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310k Question “Reading and writing numerals up to 120”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21l Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_
_x000D_
Identifying the correspondence between number and quantity for quantities larger than 10”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310l Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.

Identifying the correspondence between number and quantity for quantities larger than 10”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21m Question “Identifying the numbers that represent the tens and ones places in a two-digit number”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310m Question “Identifying the numbers that represent the tens and ones places in a two-digit number”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21n Question “Relative quantity when comparing two-digit numbers, using the symbols >, =, and <”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310n Question “Relative quantity when comparing two-digit numbers, using the symbols >, =, and <”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21o Question “Adding numbers that sum to 100 or less, including adding a two-digit number and a one-digit number”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310o Question “Adding numbers that sum to 100 or less, including adding a two-digit number and a one-digit number”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21p Question “Finding 10 more or 10 less than a given two-digit number, without having to count”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310p Question “Finding 10 more or 10 less than a given two-digit number, without having to count”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21q Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_
_x000D_
Skip-counting by 5s, 10s, and/or 100s”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310q Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.

Skip-counting by 5s, 10s, and/or 100s”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21r Question “Arranging three objects by length”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310r Question “Arranging three objects by length”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21s Question “Comparing the length of two objects indirectly by using a third object (nonstandard measurement)”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310s Question “Comparing the length of two objects indirectly by using a third object (nonstandard measurement)”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21t Question “Measuring the length of an object (for example, a desktop) as a whole number of length units, by laying multiple copies of a shorter object (for example, a pencil) end to end”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310t Question “Measuring the length of an object (for example, a desktop) as a whole number of length units, by laying multiple copies of a shorter object (for example, a pencil) end to end”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21u Question “Telling time in hours and half hours”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310u Question “Telling time in hours and half hours”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21v Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_
_x000D_
Measuring the length of an object in standard units, using tools such as rulers, yardsticks, meter sticks, and/or measuring tapes”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310v Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.

Measuring the length of an object in standard units, using tools such as rulers, yardsticks, meter sticks, and/or measuring tapes”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21w Question “Writing time in hours and half hours”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310w Question “Writing time in hours and half hours”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21x Question “Solving word problems involving quarters, dimes, nickels, and pennies”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310x Question “Solving word problems involving quarters, dimes, nickels, and pennies”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21y Question “Drawing a picture graph and/or a bar graph to represent a data set with up to four categories”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310y Question “Drawing a picture graph and/or a bar graph to represent a data set with up to four categories”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21z Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310z Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21aa Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_
_x000D_
Identifying the difference between defining attributes of shapes (for example, triangles are three-sided) versus non-defining attributes (for example, color, size)”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310aa Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.

Identifying the difference between defining attributes of shapes (for example, triangles are three-sided) versus non-defining attributes (for example, color, size)”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21bb Question “Putting two-dimensional or three-dimensional shapes together to create a composite shape”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310bb Question “Putting two-dimensional or three-dimensional shapes together to create a composite shape”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21cc Question “Partitioning simple shapes into two and four equal shares”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310cc Question “Partitioning simple shapes into two and four equal shares”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21dd Question “Describing portions of simple shapes using the words halves, fourths, and quarters”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310dd Question “Describing portions of simple shapes using the words halves, fourths, and quarters”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C21ee Question “Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA310ee Question “Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22a Question “From the first day of school until today, please indicate how many days of each of the following science skills and concepts has been covered in your class.”_x000D_
_x000D_
InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_
_x000D_
“Using all 5 senses to make observations”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320a Question “From the first day of school until today, please indicate how many days of each of the following science skills and concepts has been covered in your class.”

InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”

“Using all 5 senses to make observations”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22b Question “Using tools (for example, lenses, thermometers, rulers) to gather information about objects”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320b Question “Using tools (for example, lenses, thermometers, rulers) to gather information about objects”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22c Question “Classifying and comparing objects by their properties (for example, weight or size)”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320c Question “Classifying and comparing objects by their properties (for example, weight or size)”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22d Question “Making logical predictions (hypotheses) based on observations”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320d Question “Making logical predictions (hypotheses) based on observations”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22e Question “Drawing conclusions based upon evidence”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320e Question “Drawing conclusions based upon evidence”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22f Question “Communicating scientific findings orally or in writing”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320f Question “Communicating scientific findings orally or in writing”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C22g Question“Using graphs or charts to describe findings”_x000D_
----_x000D_
1. Not taught_x000D_
2. 1-10 days_x000D_
3. 11-20 days_x000D_
4. 21-40 days_x000D_
5. 41-80 days_x000D_
6. More than 80 days_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA320g Question“Using graphs or charts to describe findings”
----
1. Not taught
2. 1-10 days
3. 11-20 days
4. 21-40 days
5. 41-80 days
6. More than 80 days
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C23 Question “From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL STUDIES topics or skills is taught in either your class in its own unit or lesson or as part of a unit/lesson on a different topic.”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Three states of matter (gas, liquid, solid)_x000D_
2. Basic needs of plants (water, sunlight, etc.)_x000D_
3. Characteristics of animal classes (mammals, reptiles, birds, etc.)_x000D_
4. Natural resources_x000D_
5. Shadows and light_x000D_
6. Dinosaurs and fossils_x000D_
7. Solar system and space_x000D_
8. Weather_x000D_
9. Nutrition/healthy foods_x000D_
10. Important figures and events in American history_x000D_
11. Community resources (for example, grocery store, library)_x000D_
12. Map-reading skills_x000D_
13. Different cultures_x000D_
14. Reasons for rules, laws, and government_x000D_
15. Community service_x000D_
16. Current events in the news_x000D_
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1 IAA330 Question “From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL STUDIES topics or skills is taught in either your class in its own unit or lesson or as part of a unit/lesson on a different topic.”

InstResp “Select all that apply.”
----
1. Three states of matter (gas, liquid, solid)
2. Basic needs of plants (water, sunlight, etc.)
3. Characteristics of animal classes (mammals, reptiles, birds, etc.)
4. Natural resources
5. Shadows and light
6. Dinosaurs and fossils
7. Solar system and space
8. Weather
9. Nutrition/healthy foods
10. Important figures and events in American history
11. Community resources (for example, grocery store, library)
12. Map-reading skills
13. Different cultures
14. Reasons for rules, laws, and government
15. Community service
16. Current events in the news
Time spent on specific activities and skills in reading/language arts and in mathematics T-RQ1



TQA C24 Question “In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_
----_x000D_
1. 0 days_x000D_
2. 1 day_x000D_
3. 2 days_x000D_
4. 3 days_x000D_
5. 4 days_x000D_
6. 5 days_x000D_
Use of homework T-RQ1 IAA120x Question “The next series of quesitons is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”
----
1. 0 days
2. 1 day
3. 2 days
4. 3 days
5. 4 days
6. 5 days or more days
Use of homework T-RQ1

Yes This item was revised to be consistent with Spring K.
TQA C25a Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_
_x000D_
Reading and language arts”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130Ax Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?

Reading and language arts”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C25b Question “Math”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130Bx Question “Math”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C25c Question “Other”_x000D_
----_x000D_
1. I never assign homework_x000D_
2. 1 to 10 minutes_x000D_
3. 11 to 20 minutes_x000D_
4. 21 to 30 minutes_x000D_
5. More than 30 minutes_x000D_
Use of homework T-RQ1 IAA130Cx Question “Other”
----
1. I never assign homework.
2. 1 to 10 minutes
3. 11 to 20 minutes
4. 21 to 30 minutes
5. More than 30 minutes
Use of homework T-RQ1



TQA C25cOS Question “Please describe the other homework.” Other specify for use of homework T-RQ1




Yes
This item was dropped to be consistent with Spring K.





FIA010 Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class or classes during the school year?”
----
1. No conferences
2. One conference
3. Two conferences
4. Three or more conferences
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6



TQA D1 Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class during the school year?”_x000D_
----_x000D_
1. No conferences_x000D_
2. One conference_x000D_
3. Two conferences_x000D_
4. Three or more conferences_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6 FIA010x Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class during the school year?”_x000D_
----_x000D_
1. No conferences_x000D_
2. One conference_x000D_
3. Two conferences_x000D_
4. Three or more conferences_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6








FIA020A Question “What percentage of children in your class or classes have parents who participate in the following activities?

Attend teacher-parent conferences”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6



TQA D2a Question “What percentage of children in your class have parents who participate in the following activities?_x000D_
_x000D_
Attend teacher-parent conferences”_x000D_
----_x000D_
1. None_x000D_
2. 1-25%_x000D_
3. 26-50%_x000D_
4. 51-75%_x000D_
5. 76% or more_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6 FIA020Ax Question “What percentage of children in your class have parents who participate in the following activities?

Attend teacher-parent conferences”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6

Yes This item was revised to be consistent with Spring K.





FIA020B Question “Volunteer regularly to help in your classroom or another part of the school”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6



TQA D2b Question “Volunteer regularly to help in your classroom or another part of the school”_x000D_
----_x000D_
1. None_x000D_
2. 1-25%_x000D_
3. 26-50%_x000D_
4. 51-75%_x000D_
5. 76% or more_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6 FIA020Bx Question “Volunteer regularly to help in your classroom or another part of the school”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6

Yes This item was revised to be consistent with Spring K.





FIA020C Question “Attend open houses or parties”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6



TQA D2c Question “Attend open houses or parties”_x000D_
----_x000D_
1. None_x000D_
2. 1-25%_x000D_
3. 26-50%_x000D_
4. 51-75%_x000D_
5. 76% or more_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6 FIA020Cx Question “Attend open houses or parties”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6

Yes This item was revised to be consistent with Spring K.





FIA020D Question “Attend art/music events or demonstrations”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6



TQA D2d Question “Attend art/music events or demonstration”_x000D_
----_x000D_
1. None_x000D_
2. 1-25%_x000D_
3. 26-50%_x000D_
4. 51-75%_x000D_
5. 76% or more_x000D_
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6 FIA020Dx Question “Attend art/music events or demonstrations”
----
1. 0%
2. 1-25%
3. 26-50%
4. 51-75%
5. 76% or more
Parent involvement in school activities (volunteering, attending meetings, other activities). T-RQ6

Yes This item was revised to be consistent with Spring K.





FIA030 Question “During this school year, how often have you made contacts with parents (for example, through newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home for group updates or information; or updates to a classroom website)?”
----
1. Never
2. 1-2 times
3. 3-5 times
4. 6-10 times
5. 11-14 times
6. 15 or more times
Communication with parents about children’s performance T-RQ6



TQA D3a Question “During this school year, how often have you made contacts with parents in the following ways?_x000D_
_x000D_
Sent home letters, newsletters, or other notices addressed to all parents and guardians”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6 FIA030x Question “During this school year, how often have you made contacts with parents (for example, through newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home for group updates or information; or updates to a classroom website)?”
----
1. Never
2. 1-2 times
3. 3-5 times
4. 6-10 times
5. 11-14 times
6. 15 or more times
Communication with parents about children’s performance T-RQ6

Yes This item was revised to be consistent with Spring K.
TQA D3b Question “Communicated with parents and guardians via text messaging”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA D3c Question “Shared portfolios or other collections of children's work for parents and guardians to see”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA D3d Question “Used email or list-serve to send out group updates or information to parents and guardians”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA D3e Question “Maintained classroom website for families and guardians to access”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA D3f Question “Used email to address individual questions or concerns of parents and guardians”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA D3g Question “Talked to parents and guardians by telephone”_x000D_
----_x000D_
1. Never_x000D_
2. 1-2 times_x000D_
3. 3-5 times_x000D_
4. 6-10 times_x000D_
5. 11-14 times_x000D_
6. 15 or more times_x000D_
Communication with parents about children’s performance T-RQ6




Yes
This item was dropped to be consistent with Spring K.
TQA E1a Question “The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_
_x000D_
Individual child's achievement relative to the rest of the class”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1b Question “Individual child's achievement relative to local, state, or professional standards”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1c Question “Individual improvement or progress over past performance”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1d Question “Effort”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1e Question “Class participation”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1f Question “{Continued} The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_
_x000D_
Daily attendance”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1g Question “Classroom behavior or conduct”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1h Question “Cooperativeness with other children”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E1i Question “Ability to follow directions”_x000D_
----_x000D_
1. Not important_x000D_
2. Somewhat important_x000D_
3. Very important_x000D_
4. Extremely important_x000D_
5. Not applicable_x000D_
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) T-RQ3
T-RQ7





Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.





EGA010 Question “The next questions pertain to evaluation and grading practices. Across all subjects, how often are students administered state or local standardized tests”
----
1. Never
2. 1 or 2 times a year
3. 1 or 2 times a month
4. 1 or 2 times a week
5. 3 or more times a week
Use of standardized tests T-RQ9



TQA E2a Question “Across all subjects, how often do you use the following to assess your students?_x000D_
_x000D_
State or local standardized tests”_x000D_
----_x000D_
1. Never_x000D_
2. 1 or 2 times a year_x000D_
3. 3 to 8 times a year_x000D_
4. 1 or 2 times a month_x000D_
5. 1 or 2 times a week_x000D_
6. 3 or more times a week_x000D_
Use of standardized tests T-RQ9 EGA010x Question “The next questions pertain to evaluation and grading practices. Across all subjects, how often are students administered state or local standardized tests”
----
1. Never
2. 1 or 2 times a year
3. 1 or 2 times a month
4. 1 or 2 times a week
5. 3 or more times a week
Use of standardized tests T-RQ9

Yes This item was revised to be consistent with Spring K.
TQA E2b Question “Classroom tests or quizzes (including those made by you and those from other sources)”_x000D_
----_x000D_
1. Never_x000D_
2. 1 or 2 times a year_x000D_
3. 3 to 8 times a year_x000D_
4. 1 or 2 times a month_x000D_
5. 1 or 2 times a week_x000D_
6. 3 or more times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E2c Question “Individual or group projects”_x000D_
----_x000D_
1. Never_x000D_
2. 1 or 2 times a year_x000D_
3. 3 to 8 times a year_x000D_
4. 1 or 2 times a month_x000D_
5. 1 or 2 times a week_x000D_
6. 3 or more times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E2d Question “Worksheets that you grade”_x000D_
----_x000D_
1. Never_x000D_
2. 1 or 2 times a year_x000D_
3. 3 to 8 times a year_x000D_
4. 1 or 2 times a month_x000D_
5. 1 or 2 times a week_x000D_
6. 3 or more times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E2e Question “Teacher observation of specific objectives”_x000D_
----_x000D_
1. Never_x000D_
2. 1 or 2 times a year_x000D_
3. 3 to 8 times a year_x000D_
4. 1 or 2 times a month_x000D_
5. 1 or 2 times a week_x000D_
6. 3 or more times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.

E3 Question “Which of the following do you use to provide students' parents with information about their children's performance?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_
2. Progress report form_x000D_
3. Competency based checklists_x000D_
4. Portfolio of child’s work_x000D_
5. Standardized test scores_x000D_
6. Benchmark assessments_x000D_
7. None of these_x000D_


EGA020 Question “Which of the following do you use to provide kindergartners' parents with information about their children's performance?”

InstResp “Select all that apply.”
----
1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)
2. Progress report form
3. Competency based checklists
4. Portfolio of child’s work
5. Standardized test scores
6. Benchmark assessments
7. None of the above
Communication with parents about children’s performance T-RQ6

Yes This item was revised to be consistent with Spring K.
TQA E3 Question “Which of the following do you use to provide students' parents with information about their children's performance?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_
2. Progress report form_x000D_
3. Competency based checklists_x000D_
4. Portfolio of child’s work_x000D_
5. Standardized test scores_x000D_
6. Benchmark assessments_x000D_
7. None of these_x000D_
Communication with parents about children’s performance T-RQ6 EGA020x Question “Which of the following do you use to provide first graders' parents with information about their children's performance?”

InstResp “Select all that apply.”
----
1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)
2. Progress report form
3. Competency based checklists
4. Portfolio of child’s work
5. Standardized test scores
6. Benchmark assessments
7. None of the above
Communication with parents about children’s performance T-RQ6

Yes The item wording was revised for first grade.
TQA E4a Question “How often do you use a formal assessment in reading for the following purposes?”

To evaluate how well each student is responding to the core curriculum provided in the general education classroom”
----
1. Never
2. Once a year
3. 2 times a year
4. 3 to 4 times a year
5. 5 to 8 times a year
6. 1 to 2 times a month
7. 1 to 2 times a week
Methods of assessing children’s progress T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA E4b Question “To monitor each student’s progress on specific skills over the school year.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E4c Question “To identify the deficits in specific skills of struggling students.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E4d Question “To monitor the progress of students who fall below benchmark levels.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E4e Question “To determine whether students need placement in a more or less intensive level of instruction.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E5a Question “How often do you use a formal assessment in math for the following purposes?”_x000D_
_x000D_
To evaluate how well each student is responding to the core curriculum provided in the general education classroom”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA E5b Question "To monitor each student’s progress on specific skills over the school year.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E5c Question “‘To identify the deficits in specific skills of struggling students.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E5d Question “To monitor the progress of students who fall below benchmark levels.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA E5e Question “‘To determine whether students need placement in a more or less intensive level of instruction.”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. 5 to 8 times a year_x000D_
6. 1 to 2 times a month_x000D_
7. 1 to 2 times a week_x000D_
Methods of assessing children’s progress T-RQ9




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA F1a Question “The next set of questions pertains to school-related activities. Have you participated in the following activities since the beginning of the academic year?_x000D_
_x000D_
Meeting with other teachers to discuss lesson planning”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Frequency of meeting with other teachers and specialists T-RQ5 SSA010 Question “The next set of questions pertains to school-related activities. How often have you participated in the following activities since the beginning of the academic year?

Meeting with other teachers to discuss instruction-related topics (e.g., lesson planning, curriculum development).”
----
1. Never
2. Once a month or less
3. Two or three times a month
4. Once or twice a week
5. Three or four times a week
6. Daily
Frequency of meeting with other teachers and specialists T-RQ5

Yes This item was revised to be consistent with Spring K.
TQA F1b Question “Meeting with other teachers to discuss curriculum development”_x000D_
----_x000D_
1. Never_x000D_
2. Once a month or less_x000D_
3. Two or three times a month_x000D_
4. Once or twice a week_x000D_
5. Three or four times a week_x000D_
6. Daily_x000D_
Frequency of meeting with other teachers and specialists T-RQ5




Yes
This item was dropped. It was combined with SSA010 in Spring K.
TQA F6 Question “In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices tied to your teaching assignment?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Professional learning activities on evidence-based practices T-RQ5 SSA030 Question “In the past 12 months, did you participate in any professional development activities pertaining to the direct engagement of students and families during the kindergarten transition?”
----
1. Yes
2. No
Professional learning activities on evidence-based practices T-RQ5

Yes This item was revised to align with Spring K.
TQA F7 Question “In the past 12 months, how many hours did you spend on these activities?”_x000D_
----_x000D_
1. 4 hours or less_x000D_
2. 5-8 hours_x000D_
3. 9-12 hours_x000D_
4. 13-16 hours_x000D_
5. 17-20 hours_x000D_
6. 21-24 hours_x000D_
7. 25-28 hours_x000D_
8. 29-32 hours_x000D_
9. 33 hours or more_x000D_
Professional learning activities on evidence-based practices T-RQ5 SSA040 Question “In the past 12 months, how many hours did you spend on professional development activities?”
----
1. 10 hours or less
2. 11 - 20 hours
3. 21 - 30 hours
4. 31 - 40 hours
5. More than 40 hours

Professional learning activities on evidence-based practices T-RQ5

Yes This item was revised to align with Spring K.
TQA F8 Question “To what extent was the professional development you received in the past 12 months relevant to your role as a teacher?”_x000D_
----_x000D_
1. Not relevant_x000D_
2. Somewhat relevant_x000D_
3. Relevant_x000D_
4. Very relevant_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to be consistent with Spring K.
TQA F9 Question “In which of the following staff development and training activities have you participated during the current academic year?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Workshops involving study groups or small-group problem solving_x000D_
2. Direct instruction from an outside consultant on a specific topic_x000D_
3. Peer observation and feedback_x000D_
4. Visits to, or observations of, other schools_x000D_
5. Release time for attending professional conferences_x000D_
6. Enrollment in college or university courses related to your profession_x000D_
7. Professional development via distance learning (web-based, etc)_x000D_
8. Workshops on using computers and technology in the classroom_x000D_
9. None of the above_x000D_
Professional learning activities on evidence-based practices T-RQ5 SSA020 Question “In which of the following staff development and training activities have you participated during the current academic year?”

InstResp “Select all that apply.”
----
1. Worked with a master or mentor teacher assigned to you by your school or district
2. Workshops involving study groups or small-group problem solving
3. Direct instruction from an outside consultant on a specific topic
4. Peer observation and feedback
5. Visits to, or observations of, other schools
6. Release time for attending professional conferences
7. Enrollment in college or university courses related to your profession
8. Professional development via distance learning (web-based, etc)
9. Workshops on using computers and technology in the classroom
10. Coaching (for example, working with an individual specifically trained in instruction or a particular subject area)
11. None of the above
Professional learning activities on evidence-based practices T-RQ5

Yes This item was revised to align with Spring K.
TQA F11a Question “How often did you participate in professional development activities covering the following topics in the last 12 months? _x000D_
_x000D_
How to use assessment data to identify students who are struggling or at risk of failure in reading”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F11b Question “How to use assessment data to identify students who are struggling or at risk of failure in math”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F11c Question “How to use and apply assessment data to guide reading instruction”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F11d Question “How to use and apply assessment data to guide math instruction”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F11e Question “How to implement the reading curriculum”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F11f Question “How to implement the math curriculum”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 times a year_x000D_
4. 3 to 4 times a year_x000D_
5. More than 4 times a year_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F12a Question “Have you received support from any of the following staff members during the current academic year?_x000D_
_x000D_
A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective reading instruction”_x000D_
----_x000D_
1. Yes, support received_x000D_
2. No, support not received_x000D_
3. Resources not available_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F12b Question “A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective math instruction”_x000D_
----_x000D_
1. Yes, support received_x000D_
2. No, support not received_x000D_
3. Resources not available_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F12c Question “A school or district staff member who provides ongoing training and support to classroom teachers in the delivery of effective behavioral supports”_x000D_
----_x000D_
1. Yes, support received_x000D_
2. No, support not received_x000D_
3. Resources not available_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F12d Question “A school or district staff member to support teachers in collecting, organizing, and managing assessment data”_x000D_
----_x000D_
1. Yes, support received_x000D_
2. No, support not received_x000D_
3. Resources not available_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F12e Question “A school or district staff member to support teachers in the interpretation and use of assessment data to guide instruction”_x000D_
----_x000D_
1. Yes, support received_x000D_
2. No, support not received_x000D_
3. Resources not available_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA F13 Question “How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year?”_x000D_
----_x000D_
1. Never_x000D_
2. Once_x000D_
3. 2 times_x000D_
4. 3 to 4 times_x000D_
5. More than 4 times_x000D_
Professional learning activities on evidence-based practices T-RQ5




Yes
This item was dropped to allow space for other priorities.
TQA G1a Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements.

The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1b Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4 SCA010A Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements.

Many of the children I teach are not capable of learning the material I am supposed to teach them.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
School climate T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G1c Question “I feel accepted and respected as a colleague by most staff members.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1d Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1e Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_
_x000D_
Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1f Question “Parents are supportive of school staff.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4 SCA010B Question “Parents are supportive of school staff.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4



TQA G1g Question “There is a great deal of cooperative effort among the staff members.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1h Question “In this school, staff members are recognized for a job well done.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1i Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_
_x000D_
The academic standards at this school are too low.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4 SCA010C Question “The academic standards at this school are too low.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
School climate T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G1j Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1k Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G1l Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items.
TQA G2a Question “To what extent do you agree with the following statements?”_x000D_
_x000D_
I am adequately trained to teach the children with disabilities who are in my class.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4 SCA020A Question “To what extent do you agree with the following statements?”

I am adequately trained to teach the children with disabilities in my class.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Teachers’ sense of efficacy T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G2b Question “Inclusion of children with disabilities in my class has worked well.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items.
TQA G2c Question “I am adequately trained to teach English language learners in my class.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4 SCA020B Question “I am adequately trained to teach English language learners (ELLs) in my class.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
6. Not applicable
Teachers’ sense of efficacy T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G2d Question “Inclusion of English language learners (ELL) in my class has worked well.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items.
TQA G2e Question “I have the resources I need to teach the children in my class who have disabilities.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items.
TQA G2f Question “I have the resources I need to teach the children in my class who are English language learners (ELL).”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items.
TQA G2g Question “I have the resources I need to teach a class of students who have a wide range of reading skills.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly disagree_x000D_
6. Not applicable_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items.
TQA G3a Question “The next few questions pertain to your beliefs about teaching your students. To what extent do you agree with each of the following statements? _x000D_
_x000D_
If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3b Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3c Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3d Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3e Question “{Continued} To what extent do you agree with each of the following statements?_x000D_
_x000D_
I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3f Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3g Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3h Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4




Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3i Question “{Continued} To what extent do you agree with each of the following statements?_x000D_
_x000D_
The amount a student can learn is primarily related to family background”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4
T-RQ8





Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3j Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4
T-RQ8





Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G3k Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Teachers’ sense of efficacy T-RQ4
T-RQ8





Yes
Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources).
TQA G4a Question “The next few items are about your job satisfaction. Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_
_x000D_
I really enjoy my present job.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Job satisfaction T-RQ4 SCA030A Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction?

I really enjoy my present teaching job.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Job satisfaction T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G4b Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Job satisfaction T-RQ4 SCA030B Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Job satisfaction T-RQ4



TQA G4c Question “If I could start over, I would choose this again as my career.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Job satisfaction T-RQ4 SCA030C Question “If I could start over, I would choose teaching again as my career.”
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Job satisfaction T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA G5a Question “Indicate how much you agree or disagree with the following statements about your school and staff?_x000D_
_x000D_
There is a consensus among administrators and teachers on goals and expectations.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA G5b Question “We have an active professional development program for teachers.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA G5c Question “Teachers are very active in planning staff development activities in this school.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate T-RQ4




Yes
Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs.
TQA G6a Question “For each of the following statements about reading, indicate how strongly you agree or disagree. _x000D_
_x000D_
This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading in first grade.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA G6b Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_
_x000D_
This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in reading.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA G6c Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_
_x000D_
This school has clear, predetermined criteria for determining when first-grade students no longer need a reading intervention.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA G7a Question “For each of the following statements about math, indicate how strongly you agree or disagree.” _x000D_
_x000D_
“This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math in first grade.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA G7b Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_
_x000D_
“This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in math.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA G7c Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_
_x000D_
“This school has clear, predetermined criteria for determining when first grade students no longer need a math intervention.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Don’t know_x000D_
Use of formal assessments to ID struggling students T-RQ9




Yes
This item was dropped to allow space for other priorities.
TQA H1 Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_
_x000D_
What is your gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Teacher’s gender, age, and race/ethnicity T-RQ4 TBA010 Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_
_x000D_
What is your gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Teacher’s gender, age, and race/ethnicity T-RQ4



TQA H2 Question “In what year were you born?”_x000D_
_x000D_
Watermark: “Enter year”
Teacher’s gender, age, and race/ethnicity T-RQ4 TBA020 Question “In what year were you born?”_x000D_
_x000D_
Watermark: “Enter year”
Teacher’s gender, age, and race/ethnicity T-RQ4



TQA H3 Question “Are you Hispanic or Latino/Latina of any race?”_x000D_
_x000D_
InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher’s gender, age, and race/ethnicity T-RQ4




yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.
TQA H4 Question “Which best describes your race?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. American Indian or Alaska Native_x000D_
2. Asian_x000D_
3. Black or African American_x000D_
4. Native Hawaiian or Other Pacific Islander_x000D_
5. White_x000D_
Teacher’s gender, age, and race/ethnicity T-RQ4




Yes
Item dropped to allow new items that align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030a Question “What is your race and/or ethnicity?”

InstResp “Select all that apply.”
----
1. American Indian or Alaska Native
2. Asian
3. Black or African American
4. Hispanic or Latino
5. Middle Eastern or North African
6. Native Hawaiian or Pacific Islander
7. White
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030b Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are American Indian or Alaska Native. Please provide details below.

Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.”
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030c Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Asian. Provide details below.

Select all that apply.”

1 Chinese
2 Asian Indian
3 Filipino
4 Vietnamese
5 Korean
6 Japanese
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030cOS Question "Enter, for example, Pakistani, Hmong, Afghan, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030d Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Black or African American. Provide details below. Select all that apply.”

1 African American
2 Jamaican
3 Haitian
4 Nigerian
5 Ethiopian
6 Somali
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030dOS Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030e Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Hispanic or Latino. Provide details below. Select all that apply.”

1 Mexican
2 Puerto Rican
3 Salvadoran
4 Cuban
5 Dominican
6 Guatemalan
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030eOS Question "Enter, for example, Colombian, Honduran, Spaniard, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030f Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Middle Eastern or North African. Provide details below. Select all that apply.”

1 Lebanese
2 Iranian
3 Egyptian
4 Syrian
5 Iraqi
6 Israeli
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030fOS Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030g “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.”

1 Native Hawaiian
2 Samoan
3 Chamorro
4 Tongan
5 Fijian
6 Marshallese
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030gOS Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030h “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are White. Provide details below. Select all that apply.”

1 English
2 German
3 Irish
4 Italian
5 Polish
6 Scottish
Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





TBA030hOS Question "Enter, for example, French, Swedish, Norwegian, etc." Teacher’s gender, age, and race/ethnicity T-RQ4 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.
TQA H5 Question “What is the highest level of education you have completed?”_x000D_
----_x000D_
1. Did not complete high school_x000D_
2. High school diploma or equivalent/GED_x000D_
3. Some college or technical or vocational school_x000D_
4. Associate’s degree_x000D_
5. Bachelor’s degree_x000D_
6. Master’s degree_x000D_
7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4 TBA050 Question “What is the highest level of education you have completed?”_x000D_
----_x000D_
1. Did not complete high school_x000D_
2. High school diploma or equivalent/GED_x000D_
3. Some college or technical or vocational school_x000D_
4. Associate’s degree_x000D_
5. Bachelor’s degree_x000D_
6. Master’s degree_x000D_
7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4



TQA H6a Question “What is the name of the college or university where you earned your highest degree and where is it located?” Teacher’s education, including degrees and credentials/licenses T-RQ4




yes
This item was dropped to allow space for other priorities
TQA H6b Question "City:" Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H6c Question "State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark "Select a state"
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H7 Question “What was your undergraduate major field(s) of study?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. Other education-related major (such as reading/literacy education, math education, secondary education, educational psychology, education administration, music education, etc.)_x000D_
5. Non-education major (such as history, English, etc.)_x000D_
6. None of the above_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H8 Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_
_x000D_
InstResp: “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_
5. Non-education major (such as history, English, etc.)_x000D_
6. None of the above_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H9 Question “Have you ever taken a college course in the following areas?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_
5. Child development_x000D_
6. Methods of teaching reading/language arts_x000D_
7. Methods of teaching mathematics_x000D_
8. Methods of teaching science_x000D_
9. Classroom management_x000D_
10. None of the above_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H11 Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_
----_x000D_
1. Regular or standard state certificate or advanced professional certificate_x000D_
2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_
3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_
4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_
5. I do not hold any of the above certifications in {state}._x000D_
Type of teaching certification held T-RQ4 TBA100 Question “Which of the following describes the teaching certificate you currently hold in {state}?”
----
1. Regular or standard state certificate or advanced professional certificate
2. Certificate issued after satisfying all requirements except the completion of a probationary period
3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained
4. Certificate issued to persons who must complete a certification program in order to continue teaching
5. I do not hold any of the above certifications in {state}.
Type of teaching certification held T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA H10 Question “In what areas are you certified?_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Elementary education_x000D_
2. Early childhood education_x000D_
3. Special education_x000D_
4. English as a Second Language (ESL) or instruction for English language learners_x000D_
91. Other (Please specify):_x000D_
Type of teaching certification held T-RQ4 TBA110 Question “In what areas are you certified?

InstResp “Select all that apply.”
----
1. Elementary education
2. Early childhood education
3. Special education
4. English as a Second Language (ESL) or instruction for English language learners (ELLs)
91. Other (Please specify):
Type of teaching certification held T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA H10OS
Other specify for type of teaching certification held T-RQ4 TBA110OS
Other specify for type of teaching certification held T-RQ4



TQA H12a Question: “Which of the following best describes the type of educator preparation program you participated in while earning your current and initial certification? _x000D_
_x000D_
Initial Certification”_x000D_
----_x000D_
1. Traditional four-year program based at an institution of higher education_x000D_
2. Alternative program based at an institution of higher education_x000D_
3. Alternative program not based at an institution of higher education_x000D_
4. Other preparation program_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H12b Question “Current certification”_x000D_
----_x000D_
1. Traditional four-year program based at an institution of higher education_x000D_
2. Alternative program based at an institution of higher education_x000D_
3. Alternative program not based at an institution of higher education_x000D_
4. Other preparation program_x000D_
Teacher’s education, including degrees and credentials/licenses T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H13 Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
National Board certification T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H14 Question “What was the result of the National Board for Professional Teaching Standards exam?”_x000D_
----_x000D_
1. Awaiting test results_x000D_
2. Passed_x000D_
3. Have not yet passed_x000D_
National Board certification T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H15 Question “Counting this school year, how many years have you taught in your current school, including part-time teaching?” _x000D_
_x000D_
InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  If this is your first semester teaching in this school, enter 0.5.”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to allow space for other priorities
TQA H16 Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part-time?”_x000D_
_x000D_
InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  If you are a new teacher and this is your first semester teaching, enter 0.5.”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4 TBA160 Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part time?”

InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  If you are a new teacher and this is your first semester teaching, enter 0.5.”

Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4



TQA H17a Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_
_x000D_
InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  If you are a new teacher and this is your first semester teaching, enter 0.5. Enter "0" if you have never taught the grade or program listed."_x000D_
_x000D_
“Preschool”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4 TBA170b Question: “Counting this school year, how many years have you taught kindergarten, including years in which you taught part time?

InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  Please include part time teaching. If this is your first semester teaching the grade enter 0.5."

“Taught first grade”

Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA H17a Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_
_x000D_
InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  If you are a new teacher and this is your first semester teaching, enter 0.5. Enter "0" if you have never taught the grade or program listed."_x000D_
_x000D_
“Preschool”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4 TBA170bx Question: “Counting this school year, how many years have you taught first grade, including years in which you taught part time?

InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5.  Please include part time teaching. If this is your first semester teaching the grade enter 0.5."

“Taught first grade”

Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4

Yes This item was revised to be consistent with Spring K.
TQA H17b Question “Kindergarten”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17c Question “First grade”_x000D_
_x000D_
Watermark “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17d Question “Second grade”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17e Question “Third grade”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17f Question “Fourth grade”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17g Question “Fifth grade”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17h Question: “Sixth grade or higher”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17i Question: “{Continued} Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part tim_x000D_
_x000D_
English as a Second Language (ESL), bilingual education, and/or dual language program”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17j Question: “Special education program”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17k Question: “Program for gifted children”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17l Question: “Art or music program”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H17m Question: “Physical education program”_x000D_
_x000D_
Watermark: “Enter years”
Teaching experience, by school and grade T-RQ4




Yes
This item was dropped to be consistent with Spring K.
TQA H18 Question “How long do you plan to continue to teach?”_x000D_
----_x000D_
1. As long as I am able_x000D_
2. Until I am eligible for retirement benefits from this job_x000D_
3. Until I am eligible for retirement benefits from a previous job_x000D_
4. Until I am eligible for Social Security benefits_x000D_
5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_
6. Until a more desirable job opportunity comes along_x000D_
7. Definitely plan to leave as soon as I can_x000D_
8. Undecided at this time_x000D_
Intention to remain in teaching T-RQ4




Yes
This item was dropped to allow space for other priorities.
TQA H19 Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and return to the MyECLS website. You can then check to see if there are any more surveys assigned to you.” Thank you to respondent. NA END000 Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” Thank you to respondent. NA




Sheet 3: S1 Nat TQC

Section S1 FT Item # S1 FT Item Wording - redacted S1 FT Construct S1 FT Research Question S1 National Item # S1 National Item Wording - redacted S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
INC ARC000 Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
• To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
• Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
• You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA INC000 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.”
Introduction NA



ARC ARC001a Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_
_x000D_
•This is NOT a test and should NOT be administered directly to the child. _x000D_
_x000D_
•Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_
_x000D_
•Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_
_x000D_
Please press the Next button to continue.”
Introduction NA ARC001a Question “Please 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 the 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.

•Each skill, knowledge, or behavior is listed in bold, and there are often examples to help illustrate what is intended. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. Use the examples as a guide to the level of proficiency a child should have reached in order to receive the highest rating. 

Please press the Next button to continue."
Introduction NA

Yes Text was shortened and simplified to ease respondent burden.
ARC ARC001b Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon. _x000D_
_x000D_
Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_
_x000D_
Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_
_x000D_
In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_
_x000D_
Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_
_x000D_
Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_
_x000D_
Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_
_x000D_
If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_
_x000D_
If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_
_x000D_
Please press the Next button to continue.”
Introduction NA ARC001b Question “For each question, please rate {CHILD} compared to other children of the same age level using the following five-point scale that reflects the degree to which a child has acquired and demonstrated the identified  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.”
Introduction NA

YES Text was shortened and simplified to ease respondent burden.
ARC ARC005a Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.” _x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010a 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005b Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010b 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.”

----

1. Not yet

2. Beginning

3. In progress

4. Intermediate

5. Proficient

6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005c Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




YES
Dropped to reduce respondent burden and to correspond to Fall K.

The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten.
ARC ARC005d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010c 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.””

----

1. Not yet

2. Beginning

3. In progress

4. Intermediate

5. Proficient

6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes "Continued" formatting was adjusted for readability.
ARC ARC005e Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten.
ARC ARC005f Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010d 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?"
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005g Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010e 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005h Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010f 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes "Continued" formatting was adjusted for readability.
ARC ARC005i Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010g Question “Predicts what will happen next in stories by using the pictures and storyline for clues."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005j Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010h Question “Reads simple books independently – for example, reads books with a repetitive language pattern."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005k Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010i 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005l Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Composes simple stories – for example, by writing about a personal experience in a journal.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010j 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes "Continued" formatting was adjusted for readability.
ARC ARC005m Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010k 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005n Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010l 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC005o Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC010m Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010a Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015a Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…

Uses {his/her/their} 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K.
ARC ARC010b Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015b 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010c Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015c 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.”"
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015d 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes "Continued" formatting was adjusted for readability.
ARC ARC010e Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015e 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).”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010f Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015f Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010g Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015g 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes "Continued" formatting was adjusted for readability.
ARC ARC010h Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015h 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC010i Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC015i Question “Shows an understanding of cause and effect – for example, knows if {he pushes/she pushes/they push} a ball harder, it will go faster.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K.
ARC ARC015a Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020a 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015b Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020b 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015c Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020c 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020d 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Continued formatting was adjusted for readability.
ARC ARC015e Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020e 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).”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015f Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020f 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)."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015g Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?””_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020g 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?”"
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Continued formatting was adjusted for readability.
ARC ARC015h Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020h 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."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015i Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020i 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC015j Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC020j Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105a Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.”_x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue "i" icon for more information about an item."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110a Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.”_x000D_

InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105b Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110b Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105c Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




YES
Dropped to reduce respondent burden and to correspond to Fall K.
ARC ARC105d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110c 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.””
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105e Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
ARC ARC105f Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110d Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105g Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Understands and interprets a story or other text read to {him/her} – for example, by writing a sequel to a story, or dramatizing part of a story, or posing a question about why a particular story event occurred as it did."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110e Question “Understands and interprets a story or other text read to {him/her} – for example, by writing a sequel to a story, or dramatizing part of a story, or posing a question about why a particular story event occurred as it did."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ARC ARC105h Question “Reads first-grade books independently with comprehension – for example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells a story after reading it."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110f Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.

{CHILD}…

Reads first-grade books independently with comprehension – for example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells a story after reading it."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ARC ARC105i Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather than reading word by word."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110g Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather than reading word by word."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105j Question “Demonstrates beginning writing skills – for example, writes sentences to express ideas while correctly spelling many short words like "hop" or "bed," and, if necessary, attempts approximate phonetic spelling for more difficult words (for example, "vakashun" for "vacation")."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110h Question “Demonstrates beginning writing skills – for example, writes sentences to express ideas while correctly spelling many short words like "hop" or "bed," and, if necessary, attempts approximate phonetic spelling for more difficult words (for example, "vakashun" for "vacation."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105k Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Composes a story with a clear beginning, middle, and end."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110i Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.

{CHILD}…

Composes a story with a clear beginning, middle, and end."
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105l Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110j Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105m Question “Demonstrates an understanding of some of the conventions of print – for example, by appropriately using question marks, exclamation points, and quotation marks."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110k Question “Demonstrates an understanding of some of the conventions of print – for example, by appropriately using question marks, exclamation points, and quotation marks."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC105n Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC110l Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Language and literacy skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC110a Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Uses {his/her} senses to explore and observe – for example, observes how a push or pull can change the way an object is moving, or observes and describes properties of rocks, soil, and water, or uses tools (such as hand lenses, thermometers, rulers) to gather information about objects.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115a Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…

Uses {his/her/their} senses to explore and observe – for example, observes how a push or pull can change the way an object is moving, or observes and describes properties of rocks, soil, and water, or uses tools (such as hand lenses, thermometers, rulers) to gather information about objects.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K.
ARC ARC110b Question “Forms explanations based on observations and explorations – for example, explains the best growing conditions for a plant after investigating with light and water.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115b Question “Forms explanations based on observations and explorations – for example, explains the best growing conditions for a plant after investigating with light and water.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC110c Question “Classifies and compares living and non-living things in different ways – for example, classifies vegetables that grow above or below the ground, or measures objects and classifies them by size or weight.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115c Question “Classifies and compares living and non-living things in different ways – for example, classifies vegetables that grow above or below the ground, or measures objects and classifies them by size or weight.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC110d Question “Makes logical predictions when pursuing scientific investigations – for example, predicts whether or not objects are magnetic based on the materials they are made of.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE.

{CHILD}…

Makes logical predictions when pursuing scientific investigations – for example, predicts whether or not objects are magnetic based on the materials they are made of.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ARC ARC110e Question “{(Continued) }Please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Communicates scientific information – for example, records data from measurement tools (for example, clocks, thermometers, etc.), or constructs bar graphs.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115e Question “Communicates scientific information – for example, records data from measurement tools (for example, clocks, thermometers, etc.), or constructs bar graphs.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ARC ARC110f Question “Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115f 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.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ARC ARC110g Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115g Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC110h Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC115h Question “Shows an understanding of cause and effect – for example, knows if {he pushes/she pushes/they push} a ball harder, it will go faster.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Science skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K.
ARC ARC115a Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Applies properties of operations as strategies to add and subtract – for example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). (Child does not need to use the formal terms for these properties.)”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120a Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Applies properties of operations as strategies to add and subtract – for example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). (Child does not need to use the formal terms for these properties.)”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115b Question “Fluently adds and subtracts within 10.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120b Question “Fluently adds and subtracts within 10.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115c Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120c Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Demonstrates an understanding of place value – for example, by explaining that fourteen is ten plus four, or using two stacks of ten and five single cubes to represent the number 25.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120d Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.

{CHILD}…

Demonstrates an understanding of place value – for example, by explaining that fourteen is ten plus four, or using two stacks of ten and five single cubes to represent the number 25.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115e Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form – for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and writes that 289 = 200 + 80 + 9.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120e Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form – for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and writes that 289 = 200 + 80 + 9.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115f Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120f Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115g Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_
_x000D_
{CHILD}…_x000D_
_x000D_
Surveys, collects, and organizes data into simple graphs – for example, by making tally marks to represent the number of children who want to play jump rope at recess, or making a picture, bar, line, or circle graph to show the different kinds of fruit children bring to school and the quantity of each type.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120g Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.

{CHILD}…

Surveys, collects, and organizes data into simple graphs – for example, by making tally marks to represent the number of children who want to play jump rope at recess, or making a picture, bar, line, or circle graph to show the different kinds of fruit children bring to school and the quantity of each type.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115h Question “Makes reasonable estimates of quantities – for example, looking at a group of objects and deciding if it is more than 10, about 50, or less than 100."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120h Question “Makes reasonable estimates of quantities – for example, looking at a group of objects and deciding if it is more than 10, about 50, or less than 100."_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115i Question “Measures length to the nearest whole number using common measurement instruments – for example, a ruler, yardstick, meterstick, or tape measure.”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120i Question “Measures length to the nearest whole number using common measurement instruments – for example, a ruler, yardstick, meterstick, or tape measure.”
----
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. Not applicable or Skill not yet taught
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ARC ARC115j Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ARC120j Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size).”_x000D_
----_x000D_
1. Not yet_x000D_
2. Beginning_x000D_
3. In progress_x000D_
4. Intermediate_x000D_
5. Proficient_x000D_
6. Not applicable or Skill not yet taught_x000D_
Mathematical thinking skills and knowledge T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC005 Question "For this set of questions, select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC010 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.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC010 Question "Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC015 Question "Is a good listener in conversations with peers.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC020 Question "Uses a varied vocabulary in spoken language.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC020 Question "Uses a varied vocabulary in spoken language.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC025 Question "Responds to questions in a thoughtful way that makes sense.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC030 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Uses grammatically correct sentences when speaking.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC035 Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC030 Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC040 Question "Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC045 Question "Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC050 Question "Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC055 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Is a good listener in conversations with adults.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC060 Question "Instructs peers in tasks which need to be done in a certain order.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC065 Question "Uses academic language learned in the classroom when speaking.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC040 Question "Uses academic language learned in the classroom when speaking.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC070 Question "Uses language effectively to initiate appropriate interactions with other children.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC050 Question "{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine.

Uses language effectively to initiate appropriate interactions with other children.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

YES "Continued" formatting was adjusted for readability. Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
ELC ELC075 Question "Tries repeatedly to communicate information which has not been understood.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC060 Question "Tries repeatedly to communicate information which has not been understood.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC080 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Uses evidence from a text or word problem to support {his/her} answer.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC085 Question "Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC090 Question "Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC095 Question "Asks questions about information which is unclear to {him/her}.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC070 Question "Asks questions about information which is unclear to {him/her}.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC100 Question "Shows understanding of spoken instructions and daily conversations.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC105 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC110 Question "Uses language effectively to initiate appropriate interactions with adults.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC080 Question "Uses language effectively to initiate appropriate interactions with adults.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC115 Question "Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC090 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine.

Relates and communicates personal experiences in a logical way or “in a way that makes sense.””
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

YES Because the number of early language items were reduce in Fall K, the items were grouped into grids differently to more evenly distribute items across grids. "Continued" text is used with the first item in the second and subsequent grids. Continued text was added here because this item is the first in a grid.
ELC ELC120 Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC100 Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”

----

1. Never

2. Rarely

3. Sometimes

4. Often

5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC125 Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC110 Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC130 Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_
_x000D_
Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC135 Question "Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC120 Question "Maintains a conversation with others that has at least three conversational turns focused on a single topic.”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



ELC ELC140 Question "Actively contributes within a classroom discussion.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC145 Question "Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.

Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency).
ELC ELC200 Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D__x000D_
_x000D_
InstResp “Select only one.”_x000D_
----_x000D_
1. Scribbling_x000D_
2. Drawing a picture_x000D_
3. Can copy {his/her} name_x000D_
4. Can copy sentences from the board_x000D_
5. Write {his/her} name without copying_x000D_
6. Can write most letters when asked to write the letter_x000D_
7. Write initial sounds for many words_x000D_
8. Write simple 2-4 letter words with invented spelling_x000D_
9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_
10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_
11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC200 Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”

InstResp “Select only one.”
----
1. Scribbling
2. Drawing a picture
3. Can copy {his/her} name
4. Can copy sentences from the board
5. Write {his/her} name without copying
6. Can write most letters when asked to write the letter
7. Write initial sounds for many words
8. Write simple 2-4 letter words with invented spelling
9. Write multi-syllabic words with invented spelling with most sounds represented
10. Compose and write a complete sentence with invented spelling with most sounds represented
11. Compose and write 2 or more consecutive complete sentences with invented spelling with most sounds represented
12. Compose and write 5 or more consecutive complete sentences with invented spelling with most sounds represented
13. Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with most sounds represented
14. Compose and write a paragraph (5 complete sentences) about a topic with proper spelling, grammar, and punctuation
15. Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling, grammar, and punctuation
16. Compose and write a story with a clear beginning, middle, and end with proper spelling, grammar, and punctuation
17. I have not had enough experience with this child to evaluate this skill.
18. I am not able to rate this item because the child does not write or has limited writing experience due to a disability.
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes The option "other (please specify)" was removed because it was no longer needed. Other specify was used in the field test to determine if other response options were needed. Additional response options were added in Fall K based on findings from the field test. Other specify was removed in Fall K, and Spring K was updated to match Fall K.
ELC ELC205 Question “How much does {CHILD} enjoy writing?”_x000D_
----_x000D_
1. Not at all_x000D_
2. A little bit_x000D_
3. Somewhat_x000D_
4. Quite a bit_x000D_
5. Very much_x000D_
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 ELC210 Question “How much does {CHILD} enjoy writing?”
----
1. Not at all
2. A little bit
3. Somewhat
4. Quite a bit
5. Very much
Child's functional use of language in the classroom T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC001 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC010 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC002 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC020 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC003 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC030 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC004 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC040 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC005 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC050 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC006 Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_
_x000D_
Keeps belongings organized.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC060 Question "Keeps belongings organized.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
SSC SSC007 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
SSC SSC008 Question “Shows eagerness to learn new things.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC070 Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_
_x000D_
Shows eagerness to learn new things.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
SSC SSC009 Question “Works independently.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC080 Question “Works independently.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC010 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC090 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC011 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC100 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC012 Question “Easily adapts to changes in routines.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC110 Question “Easily adapts to changes in routines.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC013 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC120 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC014 Question “Persists in completing tasks.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC130 Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_
_x000D_
Persists in completing tasks.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
SSC SSC015 Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_
_x000D_
Pays attention well.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC140 Question “Pays attention well.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8

Yes Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed.
SSC SSC016 Question “Follows classroom rules.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC150 Question “Follows classroom rules.”_x000D_
----_x000D_
1. Never_x000D_
2. Sometimes_x000D_
3. Often_x000D_
4. Very often_x000D_
5. No opportunity to observe_x000D_
Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC017 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
SSC SSC018 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
SSC SSC019 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
SSC SSC020 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC160 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC021 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC170 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SSC SSC022 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SSC180 Item wording is redacted due to copyright Social skills and approaches to learning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



BRC BRC001 Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_
_x000D_
Observes rules and follows directions without requiring repeated reminders.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC002 Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC003 Question “Completes tasks successfully.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC004 Question “Attempts new challenging tasks.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC005 Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC006 Question “{(Continued) }Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_
_x000D_
Responds to instructions and then begins an appropriate task without being reminded.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC007 Question “Takes time to do {his/her} best on a task.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC008 Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC009 Question “Sees own errors in a task and corrects them.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
BRC BRC010 Question “Returns to unfinished tasks after interruption.”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Frequently/Usually_x000D_
5. Always_x000D_
Classroom behavioral regulation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8




Yes
Dropped to reduce respondent burden and to correspond to Fall K.
CBC CBC001 Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC010 Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC002 Question “Will move from one task to another without completing any of them.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC020 Question “Will move from one task to another without completing any of them.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC003 Question “When drawing or coloring in a book, shows strong concentration.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC030 Question “When drawing or coloring in a book, shows strong concentration.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC004 Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC040 Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC005 Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
Is easily distracted when listening to a story.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC050 Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
Is easily distracted when listening to a story.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC006 Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC060 Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Attention focusing T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC007 Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC070 Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC008 Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC080 Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC009 Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC090 Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_
_x000D_
Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC010 Question “Is good at following instructions.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC100 Question “Is good at following instructions.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC011 Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC110 Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



CBC CBC012 Question “Can easily stop an activity when {he/she} is told "no."”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 CBC120 Question “Can easily stop an activity when {he/she} is told "no."”_x000D_
----_x000D_
1. Extremely untrue_x000D_
2. Quite untrue_x000D_
3. Slightly untrue_x000D_
4. Neither true nor untrue_x000D_
5. Slightly true_x000D_
6. Quite true_x000D_
7. Extremely true_x000D_
8. Not applicable_x000D_
Inhibitory control T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



STC STC001 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC002 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC003 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC004 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC005 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC006 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC007 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC008 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC009 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC010 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC011 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC012 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC013 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC014 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes
Dropped to reduce respondent burden.
STC STC015 Item wording is redacted due to copyright Teacher-child relationship T-RQ7




Yes Dropped to reduce respondent burden.
SLC SLC001 Question “Please indicate how often each of these items applies to {CHILD}. _x000D_
_x000D_
Likes to come to school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC010 Question “Please indicate how often each of these items applies to {CHILD}. _x000D_
_x000D_
Likes to come to school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC002 Question “Dislikes school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC020 Question “Dislikes school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC003 Question “Has fun at school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC030 Question “Has fun at school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC004 Question “Likes being in school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC040 [Spring K wording when only 1 item is fielded: Question “Please indicate how often this applies to {CHILD}.

Likes being in school.”]

[Wording if all 7 items are fielded:
Question “Likes being in school.”_x000D_]
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC005 Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}. _x000D_
_x000D_
Seems unhappy in school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC050 Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}. _x000D_
_x000D_
Seems unhappy in school.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC006 Question “Enjoys most classroom activities.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC060 Question “Enjoys most classroom activities.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SLC SLC007 Question “Groans or complains about suggested activities.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SLC070 Question “Groans or complains about suggested activities.”_x000D_
----_x000D_
1. Doesn’t apply Seldom displays this behavior_x000D_
2. Sometimes applies Occasionally displays this behavior_x000D_
3. Certainly applies Often displays this behavior_x000D_
Child behaviors relevant to school liking and avoidance T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC001 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC010 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC002 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC020 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC003 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC030 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC004 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC040 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC005 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC050 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC006 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC060 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC007 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC070 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC008 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC080 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC009 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC090 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



SPC SPC010 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 SPC100 Item wording is redacted due to copyright Strategic planning T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8



PRC PRC001 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC010 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC002 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC020 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC003 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC030 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC004 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC040 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC005 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC050 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC006 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC060 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC007 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC070 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC008 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC080 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PRC PRC009 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PRC090 Item wording is redacted due to copyright Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC005a Question “During this school year, how often have other students ..._x000D_
_x000D_
Teased, made fun of, or called {CHILD} names?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC005a Question “During this school year, how often have other students ..._x000D_
_x000D_
Teased, made fun of, or called {CHILD} names?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC005b Question “Told lies or untrue stories about {CHILD}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC005b Question “Told lies or untrue stories about {CHILD}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC005c Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC005c Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC005d Question “Intentionally excluded or left {CHILD} out from playing with them?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC005d Question “Intentionally excluded or left {CHILD} out from playing with them?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC010a Question “During this school year, how often has {CHILD} ..._x000D_
_x000D_
Teased, made fun of, or called other students names?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC010a Question “During this school year, how often has {CHILD} ..._x000D_
_x000D_
Teased, made fun of, or called other students names?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC010b Question “Told lies or untrue stories about other students?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC010b Question “Told lies or untrue stories about other students?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC010c Question “Pushed, shoved, slapped, hit, or kicked other students?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC010c Question “Pushed, shoved, slapped, hit, or kicked other students?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



PVC PVC010d Question “Intentionally excluded or left other students out from playing with {him/her}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 PVC010d Question “Intentionally excluded or left other students out from playing with {him/her}?”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Very often_x000D_
Peer relationships T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC001
This is below grade path only.
Question “In which grade is {CHILD} enrolled?"_x000D_
_x000D_
InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.  A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten.  Transitional first (or pre-first grade) is a school program between kindergarten and the first grade.  It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_
----_x000D_
1. Kindergarten (Full-day program)_x000D_
2. Kindergarten (Part-day program)_x000D_
3. First grade or higher_x000D_
4. This is an ungraded classroom_x000D_
Current grade level T-RQ1, T-RQ2 SIC015 NOTE: Below grade only.
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.”
----
1. Kindergarten (Full-day program)
2. Kindergarten (Part-day program)
3. First grade
4. Second grade
5. The child is ungraded/in an ungraded classroom.
Current grade level T-RQ1, T-RQ2

YES 1. Response categories were changed due to comparability concerns. The response category "first grade or higher" was separated into two categories: First grade and Second grade. This creates a separate category for "first grade" to match the category used in ECLS-K:2011 and allows for clear grade designations. In first grade of ECLS-K:2011, a similar question allows for response categories that were 2 grade levels higher than the expected grade. That was sufficient to cover the possibilities.
2. The option "This is an ungraded classroom" was changed so that wording was at the child-level rather than about the classroom.
3. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent.
SIC This Below grade path only
Kindergarten transition T-RQ1, T-RQ2 SIC017 NOTE: Below grade only.
Question “Which best describes the type of kindergarten in which {CHILD} is 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.”
----
1. Regular kindergarten
2. Transitional kindergarten
3. Transitional first (or pre-first) grade
4. Kindergarten equivalent but is ungraded or has multiple grades
Kindergarten transition T-RQ1, T-RQ2 Yes

Added to further refine the type of kindergarten class the child is enrolled in.
SIC SIC002
This is below grade path only.
Question “Is the 2022-23 school year {CHILD}’s...?"_x000D_
_x000D_
InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.  A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten.  Transitional first (or pre-first grade) is a school program between kindergarten and the first grade.  It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_
----_x000D_
1. First year in kindergarten_x000D_
2. Second year in kindergarten_x000D_
3. Third year or more in kindergarten_x000D_
Child's retention status T-RQ1, T-RQ2 SIC020 NOTE: Below grade only.
Question “Is the 2024-25 school year {CHILD}’s …?”_x000D_

InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.  A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten.  Transitional first (or pre-first) grade is a school program between kindergarten and the first grade.  It is for children who have attended kindergarten, but need more time to be ready for the first grade.” 
----_x000D_
1. First year in kindergarten_x000D_
2. Second year in kindergarten_x000D_
3. Third year or more in kindergarten_x000D_

Child's retention status T-RQ1, T-RQ2

Yes 1. School year was updated to 2024-2025 to correspond to the planned school year.

2. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent.
SIC SIC002a

This (Row C) is 1st item in On Grade Path
Question “In which grade is {CHILD} enrolled?"_x000D_
_x000D_
InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.  A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten.  Transitional first (or pre-first grade) is a school program between kindergarten and the first grade.  It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_
----_x000D_
1. Kindergarten (Full-day program)_x000D_
2. Kindergarten (Part-day program)_x000D_
3. First grade_x000D_
4. Second grade_x000D_
5. Third grade or higher_x000D_
6. This is an ungraded classroom_x000D_
Current grade level T-RQ1, T-RQ2 SIC022 NOTE: On (or above) grade only.
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.” 
----
1. Kindergarten (Full-day program)
2. Kindergarten (Part-day program)
3. First grade
4. Second grade
5. Third grade or higher
6. The child is ungraded/in an ungraded classroom.

Current grade level T-RQ1, T-RQ2

Yes 1. The option "This is an ungraded classroom" was changed so that wording was at the child-level rather than about the classroom. The same change was made in spring K so this changes aligns spring 1 with spring K.

2. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent.
SIC SIC003 Question “How long has {CHILD} been in your classroom this school year?"_x000D_
----_x000D_
1. Entire school year_x000D_
2. More than one semester but less than the entire school year_x000D_
3. More than one quarter but less than one semester_x000D_
4. Less than one quarter of the school year_x000D_
Length of time child has been enrolled in the classroom T-RQ4, T-RQ7 SIC025 Question “How long has {CHILD} been in your classroom this school year?"_x000D_
----_x000D_
1. Entire school year_x000D_
2. More than one semester but less than the entire school year_x000D_
3. More than one quarter but less than one semester_x000D_
4. Less than one quarter of the school year_x000D_
Length of time child has been enrolled in the classroom T-RQ4, T-RQ7



SIC SIC004 Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”
----
1. Never
2. Seldom
3. Usually
4. Always

Testing accommodations and participation T-RQ2 SIC030 Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_
----_x000D_
1. Never_x000D_
2. Seldom_x000D_
3. Usually_x000D_
4. Always_x000D_
Testing accommodations and participation T-RQ2



SIC SIC027 Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_
----_x000D_
1. I do not use instructional groups for reading_x000D_
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ9 SIC040 Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_
----_x000D_
1. I do not use instructional groups for reading_x000D_.
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ9

Yes Item was reordered to correspond to Fall K order and for priority.
SIC SIC028 Question “In which reading instructional group is {CHILD} currently placed?”_x000D_
_x000D_
InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.”
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 SIC050 Question “In which reading instructional group is {CHILD} currently placed?”_x000D_
_x000D_
InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.”
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9

Yes Item was reordered to correspond to Fall K order and for priority.
SIC SIC029 Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_
----_x000D_
1. I do not use instructional groups for mathematics_x000D_
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ9 SIC060 Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_
----_x000D_
1. I do not use instructional groups for mathematics_x000D_.
2. Two_x000D_
3. Three_x000D_
4. Four_x000D_
5. Five or more_x000D_
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ9

Yes Item was reordered to correspond to Fall K order and for priority.
SIC SIC030 Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_
_x000D_
InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.”
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 SIC070 Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_
_x000D_
InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.”
Child's instructional group placement in reading and math T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9

Yes Item was reordered to correspond to Fall K order and for priority.
SIC SIC035 Question “Are you {CHILD}’s primary teacher in the following subject areas?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Reading/Language Arts_x000D_
2. Mathematics_x000D_
3. Science_x000D_
4. Social Studies_x000D_
Teacher's subject-area teaching assignment for child T-RQ1, T-RQ2, T-RQ3 SIC080 Question “Are you {CHILD}’s primary teacher in the following subject areas?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Reading/Language Arts_x000D_
2. Mathematics_x000D_
3. Science_x000D_
4. Social Studies_x000D_
Teacher's subject-area teaching assignment for child T-RQ1, T-RQ2, T-RQ3

Yes Item was reordered to correspond to Fall K order.
SIC SIC005 Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_
----_x000D_
1. No absences_x000D_
2. 1 to 4 absences_x000D_
3. 5 to 7 absences_x000D_
4. 8 to 10 absences_x000D_
5. 11 to 19 absences_x000D_
6. 20 or more absences_x000D_
Number of school absences T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, SIC100 Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_
----_x000D_
1. No absences_x000D_
2. 1 to 4 absences_x000D_
3. 5 to 7 absences_x000D_
4. 8 to 10 absences_x000D_
5. 11 to 19 absences_x000D_
6. 20 to 35 absences_x000D_
7. 36 to 80 absences_x000D_
8. 81 to 89 absences_x000D_
9. 90 or more absences_x000D_
Number of school absences T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7,

Yes Item wording was changed to align with spring K. The response category "20 or more absenses" was broken in 4 different categories to improve discrimination. This change was made for spring K. Spring 1 needs to align to Spring K.
SIC SIC006 Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_
_x000D_
InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.’"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable_x000D_
Child's academic difficulties T-RQ3, T-RQ8, T-RQ9 SIC110 Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_
_x000D_
InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable_x000D_
Child's academic difficulties T-RQ3, T-RQ8, T-RQ9



SIC SIC007 Question “Why has {CHILD} fallen behind in school work?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A health problem_x000D_
2. A disciplinary problem_x000D_
3. Lack of effort_x000D_
4. Disorganized_x000D_
5. Lacks prerequisite skills_x000D_
6. Frequent absences_x000D_
7. Emotional problems_x000D_
8. Family problems_x000D_
91. Some other reason {(Please specify):/(Please specify on next screen.)}_x000D_
Child's academic difficulties T-RQ3, T-RQ8, T-RQ9 SIC120 Question “Why has {CHILD} fallen behind in school work?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A health problem_x000D_
2. A disciplinary problem_x000D_
3. Lack of effort_x000D_
4. Disorganized_x000D_
5. Lacks prerequisite skills_x000D_
6. Frequent absences_x000D_
7. Emotional problems_x000D_
8. Family problems_x000D_
9. Homelessness_x000D_
91. Some other reason {(Please specify):/(Please specify on next screen.)}_x000D_
Child's academic difficulties T-RQ3, T-RQ8, T-RQ9

Yes Item wording was changed to align with spring K. A response category was added for "Homelessness". Based on researcher feedback, we created a separate category for homelessness because it may be more of a systemic issue and because it's otherwise unclear where it is reported (e.g., "family problems," "other reason"). The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation.
SIC SIC007OS
Other specify for child's academic difficulties T-RQ3, T-RQ8, T-RQ9 SIC120OS
Other specify for child's academic difficulties T-RQ3, T-RQ8, T-RQ9



SIC SIC008 Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” Referral of child out of classroom for behavior T-RQ1, T-RQ2, T-RQ4, T-RQ9 SIC130 Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” Referral of child out of classroom for behavior T-RQ1, T-RQ2, T-RQ4, T-RQ9



SIC SIC010 Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Individual tutoring remedial program in reading/language arts_x000D_
2. Individual tutoring remedial program in mathematics_x000D_
3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_
4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_
5. Gifted and talented program in reading/language arts_x000D_
6. Gifted and talented program in mathematics_x000D_
7. None of the above_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC140 Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Individual tutoring remedial program in reading/language arts_x000D_
2. Individual tutoring remedial program in mathematics_x000D_
3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_
4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_
5. Gifted and talented program in reading/language arts_x000D_
6. Gifted and talented program in mathematics_x000D_
7. None of the above_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC011a Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_
_x000D_
Instruction or services before school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9 SIC150a Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_
_x000D_
Instruction or services before school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9



SIC SIC011b Question “Instruction or services after school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9 SIC150b Question “Instruction or services after school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9



SIC SIC011c Question ”Instruction or services on weekends”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9 SIC150c Question “Instruction or services on weekends”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not offered_x000D_
4. Don’t know_x000D_
Receipt of special services T-RQ3, T-RQ9






Kindergarten transition T-RQ3










Kindergarten transition T-RQ3










Kindergarten transition T-RQ3










Kindergarten transition T-RQ3

Kindergarten transition T-RQ3






Kindergarten transition T-RQ3







SIC SIC012 Question “Is English {CHILD}’s native language?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Don’t know_x000D_
Child's ELL status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 SIC200 Question “Is English {CHILD}’s native language?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Don’t know_x000D_
Child's ELL status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9



SIC SIC013 Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receipt of special services T-TQ1, T-RQ3, T-RQ9 SIC210 Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receipt of special services T-TQ1, T-RQ3, T-RQ9



SIC SIC014 Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an…?”_x000D_
----_x000D_
1. Program that focuses on developing students’ literacy in two languages_x000D_
2. Program that focuses on developing students’ literacy solely in English_x000D_
3. No specialized language program is provided to this child_x000D_
91. Other program {(Please specify):/(Please specify on next screen.)}_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC220 Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?”
----
1. Program that focuses on developing students' literacy in two languages
2. Program that focuses on developing students' literacy solely in English
3. No specialized language program is provided to this child.
91. Other program {(Please specify):/(Please specify on next screen.)}
Receipt of special services T-RQ1, T-RQ3, T-RQ9

YES The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation.
SIC SIC014OS
Other specify for receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC220OS
Other specify for receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC016a Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_
_x000D_
Program that focuses on developing students’ literacy in two languages”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC230a Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_
_x000D_
Program that focuses on developing students’ literacy in two languages”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC016b Question “Program that focuses on developing students’ literacy solely in English”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC230b Question “Program that focuses on developing students’ literacy solely in English”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC016c Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC230c Question “{Other program you specified: {SIC220OS}/Other program}"_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than once a week_x000D_
3. 1 day a week_x000D_
4. 2 days a week_x000D_
5. 3 days a week_x000D_
6. 4 days a week_x000D_
7. 5 days a week or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC017a Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_
_x000D_
Program that focuses on developing students’ literacy in two languages”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC240a Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_
_x000D_
Program that focuses on developing students’ literacy in two languages”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC017b Question “Program that focuses on developing students’ literacy solely in English”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC240b Question “Program that focuses on developing students’ literacy solely in English”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC017c Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC240c Question “{Other program you specified: {SIC220OS}/Other program}"_x000D_
----_x000D_
1. Not applicable/Never_x000D_
2. Less than ½ hour_x000D_
3. ½ hour to less than 1 hour_x000D_
4. 1 to less than 1 ½ hours_x000D_
5. 1 ½ to less than 2 hours_x000D_
6. 2 to less than 2 ½ hours_x000D_
7. 2 ½ to less than 3 hours_x000D_
8. 3 hours or more_x000D_
Receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC018 Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_
----_x000D_
1. None of the time_x000D_
2. Less than half of the time_x000D_
3. Half of the time_x000D_
4. More than half of the time_x000D_
5. Almost all the time_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 SIC250 Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_
----_x000D_
1. None of the time_x000D_
2. Less than half of the time_x000D_
3. Half of the time_x000D_
4. More than half of the time_x000D_
5. Almost all the time_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9



SIC SIC019 Question "Does {CHILD} have an IEP/IFSP?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's IEP/IFSP status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 SIC260 Question “Does {CHILD} have an IEP/IFSP?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's IEP/IFSP status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9

Yes Typos in the help text were corrected. "Individual Family Service Place" was changed to "Individualized Family Service Plan".
SIC SIC020 Question "Does {CHILD} have a 504 plan?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's Section 504 plan status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 SIC270 Question “Does {CHILD} have a 504 plan?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's Section 504 plan status T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9



SIC SIC021 Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_
_x000D_
InstResp "Select all that apply."_x000D_
----_x000D_
1. Speech-language therapy for children with speech or language disorders/impairments_x000D_
2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_
3. None of the above_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ9 SIC280 Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Speech-language therapy for children with speech or language disorders/impairments_x000D_
2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_
3. None of the above_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ9



SIC SIC022 Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Social work services_x000D_
2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_
3. Behavior management program_x000D_
4. Service coordination/case management services_x000D_
5. Training/counseling for their family and/or caregivers_x000D_
6. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ9 SIC290 Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Social work services_x000D_
2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_
3. Behavior management program_x000D_
4. Service coordination/case management services_x000D_
5. Training/counseling for their family and/or caregivers_x000D_
6. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Receipt of special services T-RQ1, T-RQ2, T-RQ3, T-RQ9

YES The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation.
SIC SIC022OS
Other specify for receipt of special services T-RQ1, T-RQ3, T-RQ9 SIC290OS
Other specify for receipt of special services T-RQ1, T-RQ3, T-RQ9



SIC SIC023 Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Don't know_x000D_
4. Child does not participate in the school’s testing or assessment program_x000D_
5. There is no testing or assessment program at this grade level_x000D_
Testing accommodations and participation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9 SIC300 Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Don’t know_x000D_
4. Child does not participate in the school’s testing or assessment program._x000D_
5. There is no testing or assessment program at this grade level._x000D_
Testing accommodations and participation T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9



SIC SIC024 Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_
----_x000D_
1. A lot less active than most_x000D_
2. A little less active than most_x000D_
3. About the same as most_x000D_
4. A little more active than most_x000D_
5. A lot more active than most_x000D_
Child's activity level (e.g., during structured and unstructured play) T-RQ2, T-RQ3, T-RQ8, T-RQ9 SIC310a Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_
----_x000D_
1. A lot less active than most_x000D_
2. A little less active than most_x000D_
3. About the same as most_x000D_
4. A little more active than most_x000D_
5. A lot more active than most_x000D_
Child's activity level (e.g., during structured and unstructured play) T-RQ2, T-RQ3, T-RQ8, T-RQ9



SIC SIC025 Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_
----_x000D_
1. A lot less active than most_x000D_
2. A little less active than most_x000D_
3. About the same as most_x000D_
4. A little more active than most_x000D_
5. A lot more active than most_x000D_
Child's activity level (e.g., during structured and unstructured play) T-RQ2, T-RQ3, T-RQ8, T-RQ9 SIC310b Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_
----_x000D_
1. A lot less active than most_x000D_
2. A little less active than most_x000D_
3. About the same as most_x000D_
4. A little more active than most_x000D_
5. A lot more active than most_x000D_
Child's activity level (e.g., during structured and unstructured play) T-RQ2, T-RQ3, T-RQ8, T-RQ9



SIC SIC026a Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_
_x000D_
Reading”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320a Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_
_x000D_
Reading”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC026b Question “Writing”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320b Question “Writing”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC026c Question “Oral language”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320c Question “Oral language”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC026d Question “Math”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320d Question “Math”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC026e Question “Science”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320e Question “Science”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC026f Question “Social studies”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 SIC320f Question “Social studies”_x000D_
----_x000D_
1. Below grade level_x000D_
2. About on grade level_x000D_
3. Above grade level_x000D_
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9



SIC SIC031a Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities? _x000D_
_x000D_
Attended regularly-scheduled conferences at your school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable/Not offered_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9 SIC330a Question “During this school year, have {CHILD}’s parents/guardians attended regularly-scheduled conferences at your school?”

----
1. Yes
2. No
3. Not applicable/Not offered
Parents' involvement in children's schools and education T-RQ6, T-RQ9

Yes Item wording was adjusted from grid presentation to single item presentation.
SIC SIC031b Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}'s progress”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable/Not offered_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9




Yes
This item was dropped for spring 1 to reduce respondent burden.
SIC SIC031c Question “Returned your telephone calls or emails”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable/Not offered_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9




Yes
This item was dropped for spring 1 to reduce respondent burden.
SIC SIC031d Question “Initiated contact with you”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable/Not offered_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9




Yes
This item was dropped for spring 1 to reduce respondent burden.
SIC SIC031e Question “Volunteered to help you in your classroom or school”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable/Not offered_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9




Yes
This item was dropped for spring 1 to reduce respondent burden.
SIC SIC032 Question “How involved at the school would you say {CHILD}’s parents/guardians are?”_x000D_
----_x000D_
1. Not involved at all_x000D_
2. Somewhat involved_x000D_
3. Very involved_x000D_
4. Overly involved_x000D_
5. Don’t know_x000D_
Parents' involvement in children's schools and education T-RQ6, T-RQ9




Yes
This item was dropped for spring 1 to reduce respondent burden.
SIC SIC034 Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Behavior problems the child was having in school_x000D_
2. Any problems the child was having with school work_x000D_
3. Anything the child was doing particularly well in or better in at school_x000D_
4. None of the above_x000D_
Parent-teacher communication T-RQ6, T-RQ9 SIC350 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.”
----
1. Behavior problems the child was having in school
2. Any problems the child was having with school work
3. Anything the child was doing particularly well in or better in at school
4. None of the above
Parent-teacher communication T-RQ6, T-RQ9



SIC



SIC360 NEW SIC360. "Question “How responsive were {CHILD}’s parents/guardians when you communicated with them about the child’s behavior or school work?”
1. Not responsive at all
2. Somewhat responsive
3. Very responsive
Parent-teacher communication T-RQ6, T-RQ9 Yes

A new question on parent-teacher communication was added to replace the items that were dropped to reduced respondent burden.
SIC SIC036 Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed._x000D_
_x000D_
NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission._x000D_
• 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._x000D_
• School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission._x000D_
• Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Adapted and used with permission. McDermott, P. A. (2018). Learning-To-Learn Scales. Philadelphia: University of Pennsylvania and Edumetric and Clinical Science._x000D_
• Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission."
Thank you to respondent NA SIC600 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._x000D_
_x000D_
NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission._x000D_

• 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.
• 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.
• School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission.
• Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Adapted and used with permission. McDermott, P. A. (2018). Learning-To-Learn Scales. Philadelphia: University of Pennsylvania and Edumetric and Clinical Science.
• Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission.
Thank you to respondent NA

Yes This was updated to reflect what copyrighted items were chosen for the spring 1 survey.

Sheet 4: S1 Nat SPA

Section FT Item # FT Item Wording FT Construct FT Research Question S1 National Item # S1 National Item Wording S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
SPA 0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
• To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
• Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
• You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA IND000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
• To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
• Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
• You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SPA 1 Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_
----_x000D_
1. Special education teacher_x000D_
2. Special education teacher consultant_x000D_
3. General education teacher_x000D_
4. Special education classroom aide_x000D_
5. Speech-language pathologist_x000D_
6. Physical therapist_x000D_
7. Physical therapy assistant or aide_x000D_
8. Occupational therapist_x000D_
9. Occupational therapy assistant or aide_x000D_
10. School psychologist_x000D_
11. School counselor_x000D_
12. School social worker_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Teacher or service provider's position or assignment SE-RQ1 TCD010 Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”
----
1. Special education teacher
2. Special education teacher consultant
3. General education teacher
4. Special education classroom aide
5. Speech-language pathologist
6. Physical therapist
7. Physical therapy assistant or aide
8. Occupational therapist
9. Occupational therapy assistant or aide
10. School psychologist
11. School counselor
12. School social worker
91. Other {(Please specify):/(Please specify on next screen.)}
Teacher or service provider's position or assignment SE-RQ1



SPA 1OS
Other specify text for teacher or service provider's position or assignment SE-RQ1 TCD010 OS
Other specify text for teacher or service provider's position or assignment SE-RQ1



SPA 2 Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_
----_x000D_
1. Regular full-time teacher or service provider_x000D_
2. Regular part-time teacher or service provider_x000D_
3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_
4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_
5. Teacher aide_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Teacher or service provider's position or assignment SE-RQ1 TCD020 Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_
----_x000D_
1. Regular full-time teacher or service provider_x000D_
2. Regular part-time teacher or service provider_x000D_
3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_
4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_
5. Teacher aide_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Teacher or service provider's position or assignment SE-RQ1



SPA 2OS
Other specify text for teacher or service provider's position or assignment SE-RQ1 TCD020os
Other specify text for teacher or service provider's position or assignment SE-RQ1



SPA 3a Question “In what grade levels are the students you {teach/serve}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Pre-kindergarten_x000D_
2. Transitional kindergarten_x000D_
3. Kindergarten_x000D_
4. Transitional first grade_x000D_
5. First grade_x000D_
6. Second grade_x000D_
7. Third grade_x000D_
8. Fourth grade_x000D_
9. Fifth grade or higher_x000D_
Teachers' position or assignment SE-RQ1 TCD025 Question “In what grade levels are the students you {teach/serve}?”

InstResp “Select all that apply.”
----
1. Pre-kindergarten
2. Transitional kindergarten
3. Kindergarten
4. Transitional first grade
5. First grade
6. Second grade
7. Third grade
8. Fourth grade
9. Fifth grade or higher
Teacher or service provider's position or assignment SE-RQ1



SPA 3b Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_
_x000D_
With IEPs”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD030a Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_
_x000D_
With IEPs”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 3c Question “Without IEPs”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD030b Question “Without IEPs”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4a Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_
_x000D_
3 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040a Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_
_x000D_
3 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4b Question “4 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040b Question “4 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4c Question “5 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040c Question “5 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4d Question “6 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040d Question “6 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4e Question “7 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040e Question “7 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4f Question “8 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040f Question “8 years old”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4g Question “9 years old or older”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD040g Question “9 years old or older”_x000D_
_x000D_
InstResp "Your best guess is fine."_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 4h Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's caseload SE-RQ1 TCD040h Question “Based on your responses across age categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?”
----
1. Yes
2. No
Teacher or service provider's caseload SE-RQ1

Yes Revised the item wording to more clearly link to the related items.
SPA 5a Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups?_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
_x000D_
InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050a Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups?_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
_x000D_
InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5b Question “American Indian or Alaska Native, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050b Question “American Indian or Alaska Native, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5c Question “Asian, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050c Question “Asian, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5d Question “Black or African American, non-Hispanic”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050d Question “Black or African American, non-Hispanic”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5e Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050e Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5f Question “White, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050f Question “White, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 5g Question “Two or more races, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD050g Question “Two or more races, non-Hispanic” _x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1








TCD050h Question “Based on your responses across race/ethnicity categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?”
----
1. Yes
2. No
Teacher or service provider's caseload SE-RQ1 Yes

New item to provide an additional data validation check related to student race and/or ethnicity.
SPA 6a Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}? _x000D_
_x000D_
Number of boys”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD060a Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}? _x000D_
_x000D_
Number of boys”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 6b Question “Number of girls”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD060b Question “Number of girls”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 6c Question "Number of another gender"_x000D_
_x000D_
Pre-unit "Number:"_x000D_
_x000D_
Watermark "Enter number"
Teacher or service provider's caseload SE-RQ1 TCD060c Question "Number of another gender"_x000D_
_x000D_
Pre-unit "Number:"_x000D_
_x000D_
Watermark "Enter number"
Teacher or service provider's caseload SE-RQ1



SPA 6d Question "Number of unknown gender"_x000D_
_x000D_
Pre-unit "Number:"_x000D_
_x000D_
Watermark "Enter number"
Teacher or service provider's caseload SE-RQ1 TCD060d Question "Number of unknown gender"_x000D_
_x000D_
Pre-unit "Number:"_x000D_
_x000D_
Watermark "Enter number"
Teacher or service provider's caseload SE-RQ1








TCD060e Question “Based on your responses across gender categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?”
----
1. Yes
2. No
Teacher or service provider's caseload SE-RQ1 Yes

New item to provide an additional data validation check related to student gender.
SPA 7 Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1 TCD070 Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher or service provider's caseload SE-RQ1



SPA 8 Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week?”_x000D_
_x000D_
InstResp “Include children you work with directly, as well as children for whom you consult with other general education teachers and/or special education teachers or service providers.”_x000D_
----_x000D_
1. None_x000D_
2. 1-10_x000D_
3. 11-20_x000D_
4. 21-40_x000D_
5. More than 40_x000D_
Teacher or service provider's caseload SE-RQ1 TCD080 Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week?”

InstResp “Include children you work with directly, as well as children for whom you consult with other general education teachers and/or special education teachers or service providers.”
----
1. None
2. 1 - 2
3. 3 - 5
4. 6 - 10
5. 11 - 20
6. 21 - 40
7. More than 40
Teacher or service provider's caseload SE-RQ1

Yes Revised response options to capture more precise data. Item aligned with National Kindergarten survey.
SPA 9 Question “During this school year, where have you worked with children with IEPs?”

InstResp “Include only children who attend this school. Select all that apply.”
----
1. In a general education classroom
2. In a special education classroom
3. In a non-classroom space (for example, office, therapy room, small work space, mobile van, etc.)
4. In a location outside the school setting (for example, a private clinic or a child’s home, including virtual or video-based instruction)
91. Other {(Please specify):/(Please specify on next screen.)}
Location of services and inclusion SE-RQ3 and SE-RQ5 TCD090 Question “During this school year, where have you worked with children with IEPs?”

InstResp “Include only children who attend this school. Select all that apply.”
----
1. In a general education classroom
2. In a special education classroom
3. In a non-classroom space at the school (for example, resource room, office, therapy room, small work space, mobile van)
4. In a location outside the school setting (for example, a private clinic or a child’s home, including virtual or video-based instruction)
5. None of the above
Location of services and inclusion SE-RQ1 and SE-RQ5

Yes Added relevant examples into response options for added clarity and replaced Other Specify option with None of the Above option. Item aligned with National Kindergarten survey.
SPA 9OS
Other specify text for location of services and inclusion SE-RQ3 and SE-RQ5




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 10 Question “For how many students with IEPs do you serve as case manager?”
----
1. None
2. 1-10
3. 11-20
4. 21-40
5. More than 40
Teacher or service provider's caseload SE-RQ1 TCD100 Question “For how many students with IEPs do you serve as case manager?”
----
1. None
2. 1 - 2
3. 3 - 5
4. 6 - 10
5. 11 - 20
6. 21 - 40
7. More than 40
Teacher or service provider's caseload SE-RQ1

Yes Revised response options to capture more precise data. Item aligned with National Kindergarten survey.
SPA 11 Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_
_x000D_
I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teacher or service provider's caseload SE-RQ1 TCD110 Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_
_x000D_
I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teacher or service provider's caseload SE-RQ1 and RQ6



SPA 12 Question “The next few questions are about students’ behavior. How often does disruptive student behavior interfere with your instruction or services?”_x000D_
----_x000D_
1. Never_x000D_
2. Seldom_x000D_
3. Usually_x000D_
4. Always_x000D_
Teaching methods and materials SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 13 Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_
----_x000D_
1. Less than ½ hour_x000D_
2. ½ hour to less than 1 hour_x000D_
3. 1 to less than 1 ½ hours_x000D_
4. 1 ½ to less than 2 hours_x000D_
5. 2 to less than 2 ½ hours_x000D_
6. 2 ½ hours to less than 3 hours_x000D_
7. 3 hours or more_x000D_
Teaching methods and materials SE-RQ7 TCD120 Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_
----_x000D_
1. Less than ½ hour_x000D_
2. ½ hour to less than 1 hour_x000D_
3. 1 to less than 1 ½ hours_x000D_
4. 1 ½ to less than 2 hours_x000D_
5. 2 to less than 2 ½ hours_x000D_
6. 2 ½ hours to less than 3 hours_x000D_
7. 3 hours or more_x000D_
Teaching methods and materials SE-RQ7



SPA 14a Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching/service delivery?_x000D_
_x000D_
{Classroom routines/Routines} are consistently implemented.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14b Question “Expectations of students are clearly communicated in positive terms.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14c Question “You gain the attention of all students before beginning a lesson.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14d Question “You solicit both group and individual responses to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14e Question “You provide all students with individual opportunities to respond to questions.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14f Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 14g Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 15a Question “How strongly do you agree or disagree that you teach the following social and emotional competencies to the students you {teach/serve}?_x000D_
_x000D_
Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 15b Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 15c Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 15d Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 15e Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Instructional practices and resources SE-RQ3 and SE-RQ7




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPA 16a Question “How strongly do you agree or disagree that you utilize the following practices?_x000D_
_x000D_
Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7 TCD130a Question “How strongly do you agree or disagree with the following statements about your class?

Pictures, posters, artwork, and other décor reflect the cultures and ethnic backgrounds of each student in your class.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
6. Not applicable
Teaching methods and materials SE-RQ7and SE-RQ8

Yes Revised item wording for clarity.
SPA 16b Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7 TCD130b Question “All notices and communications to families/caregivers of students in your class are written in their language of origin.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
6. Not applicable
Teaching methods and materials SE-RQ7 and SE-RQ8

Yes Revised item wording for clarity.
SPA 16c Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7 TCD130c Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
6. Not applicable
Teaching methods and materials SE-RQ7and SE-RQ8

Yes Revised item wording for clarity.
SPA 16d Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them with students”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Teaching methods and materials SE-RQ3 and SE-RQ7




Yes
Dropped item due to lack of relevance for NCES. Decision to drop aligned to National Kindergarten survey.
SPA 17 Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”
----
1. Yes
2. No
Teachers' education SE-RQ6 PDD010a Question “The next questions ask about professional development.

In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”
----
1. Yes
2. No
Teachers' education SE-RQ6



SPA 18 Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_
----_x000D_
1. 4 hours or less_x000D_
2. 5-8 hours_x000D_
3. 9-12 hours_x000D_
4. 13-16 hours_x000D_
5. 17-20 hours_x000D_
6. 21-24 hours_x000D_
7. 25-28 hours_x000D_
8. 29-32 hours_x000D_
9. 33 hours or more_x000D_
Teacher or service provider's education SE-RQ6 PDD010b Question “In the past 12 months, how many hours did you spend on these professional development activities?”
----
1. 4 hours or less
2. 5-8 hours
3. 9-12 hours
4. 13-16 hours
5. 17-20 hours
6. 21-24 hours
7. 25-28 hours
8. 29-32 hours
9. 33-39 hours
10. 40 hours or more
Teacher or service provider's education SE-RQ6

Yes Revised response options to capture more precise data. Item aligned with National Kindergarten survey.
SPA 19 Question “Overall, how helpful were these activities to you?”_x000D_
----_x000D_
1. Very unhelpful_x000D_
2. Unhelpful_x000D_
3. Neither unhelpful nor helpful_x000D_
4. Helpful_x000D_
5. Very helpful_x000D_
Teacher or service provider's education SE-RQ6 PDD010c Question “Overall, how helpful were these activities to you?”_x000D_
----_x000D_
1. Very unhelpful_x000D_
2. Unhelpful_x000D_
3. Neither unhelpful nor helpful_x000D_
4. Helpful_x000D_
5. Very helpful_x000D_
Teacher or service provider's education SE-RQ6



SPA 20 Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_
----_x000D_
1. Not relevant_x000D_
2. Somewhat relevant_x000D_
3. Relevant_x000D_
4. Very relevant_x000D_
Teacher or service provider's education SE-RQ6 PDD020 Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_
----_x000D_
1. Not relevant_x000D_
2. Somewhat relevant_x000D_
3. Relevant_x000D_
4. Very relevant_x000D_
Teacher or service provider's education SE-RQ6



SPA

Teacher or service provider's education SE-RQ6 PDD030 Question “In which of the following staff development and training activities have you participated during the current academic year?”

InstResp “Select all that apply.”
----
1. Worked with a master or mentor teacher assigned to you by your school or district
2. Workshops involving study groups or small-group problem solving
3. Direct instruction from an outside consultant on a specific topic
4. Peer observation and feedback
5. Visits to, or observations of, other schools
6. Release time for attending professional conferences
7. Enrollment in college or university courses related to your profession
8. Professional development via distance learning (web-based, etc.)
9. Workshops on using computers and technology in the classroom
10. Coaching (for example, working with an individual specifically trained in instruction or a particular subject area)
11. None of the above
Teacher or service provider's education SE-RQ6 Yes


SPA 21 Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 22 Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_
----_x000D_
1. At least once a week_x000D_
2. Once or twice a month_x000D_
3. A few times a year_x000D_
4. Once or never_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23a Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas?_x000D_
_x000D_
Providing large group instruction”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23b Question “Providing small group or one-on-one instruction or therapy”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23c Question “Managing students’ behavior”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23d Question “Completing paperwork (either in a digital/computer-based system or in hard copy)”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23e Question “Conducting student assessments”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23f Question “Finding needed human or material resources”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 23g Question “Communicating with parents”_x000D_
----_x000D_
1. Not applicable/Not part of my work responsibility_x000D_
2. Not at all_x000D_
3. To a small extent_x000D_
4. To a moderate extent_x000D_
5. To a great extent_x000D_
Teacher or service provider's education SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24a Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements about your school. _x000D_
_x000D_
The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24b Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD010a Question: “The next few questions pertain to your feelings about the school. Please indicate the extent to which you agree with each of the following statements.

InstResp: By 'the' school, we mean the school in which you receive the survey

Many of the children I teach are not capable of learning the material I am supposed to teach them.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6

Yes Added transition text for clarity. Item aligned with National Kindergarten survey.
SPA 24c Question “I feel accepted and respected as a colleague by most staff members.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24d Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24e Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24f Question “Parents are supportive of school staff.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD010b Question “Parents are supportive of school staff.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 24g Question “{(Continued) }Please indicate the extent to which you agree with each of the following statements about your school._x000D_
_x000D_
There is a great deal of cooperative effort among the staff members.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24h Question “In this school, staff members are recognized for a job well done.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24i Question “The academic standards at this school are too low.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD010c Question “The academic standards at this school are too low.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 24j Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24k Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 24l Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 27a Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_
_x000D_
I really enjoy my present job.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD020a Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children.

I really enjoy my present job.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 27b Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD020b Question “I am certain I am making a difference in the lives of the children I work with.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 27c Question “If I could start over, I would choose this again as my career.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD020c Question “If I could start over, I would choose this again as my career.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 25a Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements? _x000D_
_x000D_
If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficiacy SE-RQ6 CSD030a Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements?

If I try really hard, I can get through even to the most difficult or unmotivated students.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficiacy SE-RQ6



SPA 25b Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficiacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 25c Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 25d Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD030b Question “There is really very little I can do to ensure that most of my students achieve at a high level.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 25e Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD030c Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 25f Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD030d Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6



SPA 25g Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 25h Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA 26a Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction?

The amount a student can learn is primarily related to family background.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
6. Not applicable
Job satisfaction and self-efficacy SE-RQ6 CSD030e Question “The amount a student can learn is primarily related to family background.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficacy SE-RQ6

Yes Removed unnecessary transition text. Item aligned to National Kindergarten survey.
SPA 26b Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficiacy SE-RQ6 CSD030f Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”
----
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
Job satisfaction and self-efficiacy SE-RQ6



SPA 26c Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6 CSD030g Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither disagree nor agree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
6. Not applicable_x000D_
Job satisfaction and self-efficacy SE-RQ6






Instructional practices and resources SE-RQ3 and SE-RQ7 IRD010 Question “The next few questions relate to practices and programs staff in your school may use to support outcomes for students with disabilities.

Do staff at your school typically do any of the following to ensure quality IEPs?”

InstrResp: Select all that apply

1. Facilitate school staff attendance and participation in IEP meetings
2. Facilitate attendance and participation of staff from agencies outside the district in IEP meetings
3. Monitor the development of appropriately ambitious goals, as documented in an IEP
4. Monitor the services and supports specified in the IEP
5. Periodic review of completed IEPs
6. Facilitate student attendance and participation in IEP meetings
7. Include the student’s general education teacher(s) on the IEP team
8. Meet with students prior to the IEP meeting to discuss how they can participate in the meeting
9. Meet with students to discuss strengths, interests, preferences, or any concerns the student may have to inform IEP development
10. Meet with students to discuss their progress, goals, current functioning, or academic performance to inform IEP development
11. Discuss student satisfaction with goals and supports in previous IEP
12. Discuss student progress, current functioning, or academic performance with parents/guardians to inform IEP development
13. Facilitate parent/guardian attendance and participation in IEP meetings
14. Provide parents/guardians with materials in advance of the IEP meeting, such as current academic performance or assessment data
15. Meet with parents/guardians prior to the IEP meeting to discuss how they can participate in the meeting
16. Discuss parent/guardian satisfaction with goals and supports in previous IEP
17. None of the above
Instructional practices and resources SE-RQ1 and SE-RQ7 Yes

New item added to capture content of high interest to NCES.



Instructional practices and resources SE-RQ3 and SE-RQ7 IRD020 Question “What information does your school collect to assess the quality of IEPs for students with disabilities?"

InstrResp: Select all that apply

1. Records of IEP meeting attendees to ensure there is appropriate representation of all key parties
2. Formal assessment of the quality of some or all IEPs based on a checklist or rubric
3. Formal assessment of goals in some or all IEPs to ensure they are appropriately ambitious
4. Interviews or surveys of teachers about IEP goals and supports
5. Interviews or surveys of students about IEP goals and supports
6. Interviews or surveys of parents/guardians about IEP goals and supports
7. Academic outcomes of students with an IEP to monitor alignment with IEP goals and supports
8. Disciplinary records of students to ensure IEP includes relevant supports
9. None of the above
91. Other {(Please specify):/(Please specify on next screen.)}
Instructional practices and resources SE-RQ1 and SE-RQ7 Yes

New item added to capture content of high interest to NCES.





IRD020os
Other specify text for Instructional practices and resources SE-RQ1 and SE-RQ7






Instructional practices and resources SE-RQ3 and SE-RQ7 IRD030 Question "In which of the following areas are teachers at your school provided support to help them ensure students with disabilities have access to the general education curriculum?"

InstResp: Support might include, for example, training, ongoing individualized support (such as coaching), group support (such as departmental meetings), or release time to attend professional development

InstResp: Select all that apply

1. To adapt curriculum with appropriate complexity and breadth, including incorporation of Universal Design Learning principles
2. To provide accommodations
3. To manage student behavior
4. None of the above
Instructional practices and resources SE-RQ1, RQ5, and SE-RQ7 Yes

New item added to capture content of high interest to NCES.



Instructional practices and resources SE-RQ3 and SE-RQ7 IRD040 Question "Does your school use any of the following methods to support the participation of students with disabilities in the same nonacademic extracurricular activities as students without disabilities?"

InstResp: Select all that apply

1. Provide individualized accommodations to students with disabilities
2. Provide professional development to personnel supervising nonacademic activities
3. Offer a specific disability awareness program
4. Provide assistive technology to help students participate in activities
5. Assign students without disabilities to be “buddies" to students with disabilities
6. Prompt and reinforce students without disabilities to initiate and maintain interactions with students with disabilities
7. Structure activities that require interaction between students with and without disabilities
8. Provide or assist students in getting the necessary transportation to these activities
9. None of the above
91. Other {(Please specify):/(Please specify on next screen.)}
Instructional practices and resources SE-RQ1, RQ5, and SE-RQ7 Yes

New item added to capture content of high interest to NCES.





IRD040os
Other specify text for Instructional practices and resources SE-RQ1, RQ5, and SE-RQ7






Instructional practices and resources SE-RQ3 and SE-RQ7 IRD050 Question "Which of the following strategies, programs, or curricula does your school use to support the positive behavioral development, social-emotional skills, or mental health concerns of students with disabilities?"

InstResp: Select all that apply

1. Early childhood mental health specialists to work with children needing individualized support
2. Early warning indicator systems
3. Trauma-informed curriculum
4. Multi-tiered Systems of Support (MTSS)
5. Schoolwide Positive Behavioral Intervention and Supports
6. Applied Behavior Analysis (ABA), including Pivotal Response Training (PRT) and discrete trials
7. Functional Behavior Assessment (FBA) and Behavioral Intervention Plans (BIPS)
8. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) training modules
9. Pyramid Model for Supporting Social Emotional Competence
10. Calm Classroom
11. First Step to Success
12. Incredible Years
13. Lions Quest
14. Mandt System
15. Positive Action
16. Promoting Alternative Thinking Strategies (PATHS)
17. Second Step
18. Tools of the Mind
19. Nonviolent Crisis Intervention Training
91. Other {(Please specify):/(Please specify on next screen.)}
Instructional practices and resources SE-RQ1 and SE-RQ7 Yes

New item added to capture content of high interest to NCES.





IRD050os
Other specify text for Instructional practices and resources SE-RQ1 and SE-RQ7






Instructional practices and resources SE-RQ3 and SE-RQ7 IRD060 Question "What types of outcome data does your school examine for students with disabilities?"

InstResp: Select all that apply

1. Assessment scores
2. Attendance
3. Course progress or completion
4. Disciplinary actions
5. Grades
6. Functional performance/adaptive behavior
7. Social-emotional skills development/behavior
91. Other {(Please specify):/(Please specify on next screen.)}
Instructional practices and resources SE-RQ1 and SE-RQ7 Yes

New item added to capture content of high interest to NCES.





IRD060os
Other specify text for Instructional practices and resources SE-RQ1 and SE-RQ7



SPA T1 Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Instructional and technology resources SE-RQ7 TRD010 Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_
----_x000D_
1. I get all the resources I need._x000D_
2. I get most of the resources I need._x000D_
3. I get some of the resources I need._x000D_
4. I don't get any of the resources I need._x000D_
Instructional and technology resources SE-RQ7



SPA T2a Question “In general, how adequate is each of the following for your students with IEPs?_x000D_
_x000D_
Digital tablets (such as an iPad)”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7 TRD020a Question “In general, how adequate is each of the following for your students with IEPs?_x000D_
_x000D_
Digital tablets (such as an iPad)”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7



SPA T2b Question “Visual display technology (for example, Smart Board)”
----
1. I don’t use these with my students.
2. Never adequate
3. Often not adequate
4. Sometimes not adequate
5. Always adequate
Instructional and technology resources SE-RQ7 TRD020b Question “Visual display technology (for example, SMART Board®)”
----
1. I don’t use these with my students.
2. Never adequate
3. Often not adequate
4. Sometimes not adequate
5. Always adequate
Instructional and technology resources SE-RQ7

Yes Added trademark symbol to item.
SPA T2c Question “Computers with internet access (laptop or desktop)”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7 TRD020c Question “Computers with internet access (laptop or desktop)”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7



SPA T2d Question “Licensed computer software packages”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7 TRD020d Question “Licensed computer software packages”_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7



SPA T2e Question "Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)"_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7 TRD020e Question "Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)"_x000D_
----_x000D_
1. I don’t use these with my students._x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Instructional and technology resources SE-RQ7



SPA T3 Question “Which statements are true of how the following technology is used as a learning tool by students you {teach/serve} with IEPs in your classroom?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Encourage students to use personal cell phones and/or tablets_x000D_
2. Require students to use personal cell phones and/or tablets_x000D_
3. Encourage students to use school-provided tablets or other digital devices_x000D_
4. Require students to use school-provided tablets or other digital devices_x000D_
5. Encourage students to use school computers_x000D_
6. Require students to use school computers_x000D_
7. None of the above_x000D_
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T4a Question “Please report the number of computers and other electronic devices that are available to your students with IEPs every day._x000D_
_x000D_
Total number of devices without internet access”_x000D_
_x000D_
InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.””_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Instructional resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T4b Question “Total number of devices with internet access”_x000D_
_x000D_
InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.””_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T6a Question “How frequently do you or your students use computers (desktop or laptop) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not applicable to my role
Instructional and technology resources SE-RQ7 TRD030a Question “How frequently do you or your students use computers (desktops, laptops, or other computer-type devices such as Chromebooks) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not applicable to my role
Instructional and technology resources SE-RQ7

Yes Revised item examples for clarity. Item aligned to National Kindergarten survey.
SPA T6b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional resources SE-RQ7 TRD030b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional resources SE-RQ7



SPA T6c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD030c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T6d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD030d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T6e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD030e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T6f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD030f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T7a Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040a Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board®, Activboard) in the following instructional activities?

Daily assignments”
----
1. Never
2. Rarely
3. Sometimes
4. Often
5. Not applicable to my role
Instructional and technology resources SE-RQ7



SPA T7b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T7c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T7d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T7e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T7f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD040f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T8a Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T8b Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T8c Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T8d Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7




Yes
Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey.
SPA T9a Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional resources SE-RQ5 TRD050a Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_
_x000D_
Daily assignments”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T9b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD050b Question “Internet research”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T9c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD050c Question “Special projects”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T9d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD050d Question “Presentations”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T9e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD050e Question “Homework”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA T9f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7 TRD050f Question “Accessing digital resources available through the district (intranet)”_x000D_
----_x000D_
1. Never_x000D_
2. Rarely_x000D_
3. Sometimes_x000D_
4. Often_x000D_
5. Not applicable to my role_x000D_
Instructional and technology resources SE-RQ7



SPA 28 Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics._x000D_
_x000D_
What is your gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Teacher or service provider's gender SE-RQ6 EBD010 Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics._x000D_
_x000D_
What is your gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Teacher or service provider's gender SE-RQ6



SPA 29 Question “In what year were you born?” _x000D_
_x000D_
Watermark “Enter year”
Teacher or service providers' age SE-RQ6 EBD020 Question “In what year were you born?” _x000D_
_x000D_
Watermark “Enter year”
Teacher or service providers' age SE-RQ6



SPA 30 Question “Are you Hispanic or Latino/Latina of any race?”_x000D_
_x000D_
InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's race/ethnicity SE-RQ6




Yes
Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining,
Collecting, and Presenting Federal Data on Race and Ethnicity.
SPA 31 Question “Which best describes your race?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. American Indian or Alaska Native_x000D_
2. Asian_x000D_
3. Black or African American_x000D_
4. Native Hawaiian or Other Pacific Islander_x000D_
5. White_x000D_
Teachers' demographics SE-RQ6 EBD040a Question “What is your race and/or ethnicity?”

InstResp “Select all that apply.”
----
1 American Indian or Alaska Native
2 Asian
3 Black or African American
4 Hispanic or Latino
5 Middle Eastern or North African
6 Native Hawaiian or Pacific Islander
7 White
Teachers' demographics SE-RQ6

Yes Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040b Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are American Indian or Alaska Native. Please provide details below.

Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.”
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040c Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Asian. Provide details below.

Select all that apply.”

1 Chinese
2 Asian Indian
3 Filipino
4Vietnamese
5 Korean
6 Japanese
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040cOS Question "Enter, for example, Pakistani, Hmong, Afghan, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040d Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Black or African American. Provide details below. Select all that apply.”

1 African American
2 Jamaican
3 Haitian
4 Nigerian
5 Ethiopian
6 Somali
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040dOS Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040e Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Hispanic or Latino. Provide details below. Select all that apply.”

1 Mexican
2 Puerto Rican
3 Salvadoran
4 Cuban
5 Dominican
6 Guatemalan
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040eOS Question "Enter, for example, Colombian, Honduran, Spaniard, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040f Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Middle Eastern or North African. Provide details below. Select all that apply.”

1 Lebanese
2 Iranian
3 Egyptian
4 Syrian
5 Iraqi
6 Israeli
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040fOS Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040g “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.”

1 Native Hawaiian
2 Samoan
3 Chamorro
4Tongan
5 Fijian
6 Marshallese
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040gOS Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040h “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are White. Provide details below. Select all that apply.”

1 English
2 German
3 Irish
4 Italian
5 Polish
6 Scottish
Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





EBD040hOS Question "Enter, for example, French, Swedish, Norwegian, etc." Teachers' demographics SE-RQ6 Yes

Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.
SPA 32 Question “What is the highest level of education you have completed?”
----
1. Did not complete high school
2. High school diploma or equivalent/GED
3. Some college or technical or vocational school
4. Associate’s degree
5. Bachelor’s degree
6. Master’s degree
7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)
Teacher or service provider's education SE-RQ6 EBD050 Question “What is the highest level of education you have completed?”
----
1. Did not complete high school
2. High school diploma or equivalent/GED
3. Some college or technical or vocational school
4. Associate’s degree
5. Bachelor’s degree
6. Master’s degree
7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)
Teacher or service provider's education SE-RQ6



SPA 33a Question “What is the name of the college or university where you earned your highest degree and where is it located?”_x000D_
_x000D_
Pre-Unit "Name:"_x000D_
_x000D_
_x000D_
“The college or university where I earned my highest degree was outside the United States."
Teacher or service provider's education SE-RQ6




Yes
Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey.
SPA 33b Question "City:" Teachers' education SE-RQ6




Yes
Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey.
SPA 33c Question "State:"_x000D_
_x000D_
InstResp “Please select a state, district, or territory.”_x000D_
_x000D_
Watermark "Select a state"
Teacher or service provider's education SE-RQ6




Yes
Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey.
SPA 34 Question “What was your undergraduate major field(s) of study?"_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_
5. Non-education major (such as history, English, etc.)_x000D_
6. None of the above_x000D_
Teacher or service provider's education SE-RQ6 EBD060 Question “What was your undergraduate major field(s) of study?”

InstResp “Select all that apply.”
----
1. Early childhood education
2. Elementary education
3. Special education
4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)
5. Other major (such as history, English, etc.)
6. None of the above
Teacher or service provider's education SE-RQ6

Yes Revised response option for clarity. Item aligned with National Kindergarten survey.
SPA 35 Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_
5. Non-education major (such as history, English, etc.)_x000D_
6. None of the above_x000D_
Teacher or service provider's education SE-RQ6 EBD070 Question “What was the major field(s) of study of your highest level graduate degree?"

InstResp “Select all that apply.”
----
1. Early childhood education
2. Elementary education
3. Special education
4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)
5. Other major (such as history, English, etc.)
6. None of the above
Teacher or service provider's education SE-RQ6

Yes Revised response option for clarity. Item aligned with National Kindergarten survey.
SPA 36 Question “Have you ever taken a college course in the following areas?"_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_
5. Child development_x000D_
6. Methods of teaching reading or language arts_x000D_
7. Methods of teaching mathematics_x000D_
8. Methods of teaching science_x000D_
9. Classroom management_x000D_
10. None of the above_x000D_
Teacher or service provider's education SE-RQ6 EBD080 Question “Have you ever taken a college course in the following areas?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Special education_x000D_
4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_
5. Child development_x000D_
6. Methods of teaching reading or language arts_x000D_
7. Methods of teaching mathematics_x000D_
8. Methods of teaching science_x000D_
9. Classroom management_x000D_
10. None of the above_x000D_
Teacher or service provider's education SE-RQ6



SPA 37 Question “{Now I have some questions about specific topics that may have been addressed in your coursework.} Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Response to Intervention_x000D_
2. Early Intervening Services_x000D_
3. None of the above_x000D_
Teacher or service provider's education SE-RQ6 EBD090 Question “Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)_x000D_
2. Coordinated Early Intervening Services (CEIS)_x000D_
3. None of the above_x000D_
Teacher or service provider's education SE-RQ6

Yes Revised response options to provide more detail and clarity. Item aligned with National Kindergarten survey.
SPA 38 Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate, license, or permit you currently hold in {state}?”_x000D_
----_x000D_
1. Regular or standard state certificate or advanced professional certificate_x000D_
2. Certificate, license, or permit issued after satisfying all requirements except the completion of a probationary period_x000D_
3. Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_
4. Certificate, license, or permit issued to persons who must complete a certification program in order to continue teaching_x000D_
5. I do not hold any of the above certificates, licenses, or permits in {state}._x000D_
Teacher or service provider's education SE-RQ6 EBD100 Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate, license, or permit you currently hold in {state}?”_x000D_
----_x000D_
1. Regular or standard state certificate or advanced professional certificate_x000D_
2. Certificate, license, or permit issued after satisfying all requirements except the completion of a probationary period_x000D_
3. Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_
4. Certificate, license, or permit issued to persons who must complete a certification program in order to continue teaching_x000D_
5. I do not hold any of the above certificates, licenses, or permits in {state}._x000D_
Teacher or service provider's education SE-RQ6



SPA 39 Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?”

InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.”
----
1. Disability-specific credential
2. Special education credential (for more than one disability category)
3. Early childhood special education credential
4. General education credential
5. Speech-language pathology license or credential
6. Do not have a credential, license, or certificate
91. Other professional license, credential or endorsement {(Please specify):/(Please specify on next screen.)}
Teacher or service provider's education SE-RQ6 EBD110 Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?”

InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or PhD.”
----
1. Disability-specific credential
2. Special education credential (for more than one disability category)
3. Early childhood special education credential
4. General education credential
5. Speech-language pathology license or credential
6. Do not have a credential, license, or certificate
91. Other professional license, credential or endorsement {(Please specify):/(Please specify on next screen.)}
Teacher or service provider's education SE-RQ6



SPA 39OS
Othe specify for teacher or service provider's education SE-RQ6 EBD110os
Othe specify for teacher or service provider's education SE-RQ6



SPA 40a Question “Which of the following best describes the type of preparation program you participated in while earning your current certificate, license, or permit?”_x000D_
----_x000D_
1. Traditional four-year undergraduate program based at an institution of higher education_x000D_
2. Traditional graduate program at an institution of higher education_x000D_
3. Alternative program based at an institution of higher education_x000D_
4. Alternative program not based at an institution of higher education_x000D_
5. Other preparation program_x000D_
Teacher or service provider's education SE-RQ6 EBD120a Question “Which of the following best describes the type of preparation program you participated in while earning your current certificate, license, or permit?”_x000D_
----_x000D_
1. Traditional four-year undergraduate program based at an institution of higher education_x000D_
2. Traditional graduate program at an institution of higher education_x000D_
3. Alternative program based at an institution of higher education_x000D_
4. Alternative program not based at an institution of higher education_x000D_
5. Other preparation program_x000D_
Teacher or service provider's education SE-RQ6



SPA

Teacher or service provider's education SE-RQ6 EBD120b Question “Is your current certification the same as your initial certification?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's education SE-RQ6 Yes

Added gate question to streamline response path for respondent. Item aligned with National Kindergarten survey.
SPA 40b Question “If your current credential (certificate, license, or permit) is different from your initial credential, which of the following best describes the type of preparation program you participated in while earning your initial credential?”
----
1. Traditional four-year undergraduate program based at an institution of higher education
2. Traditional graduate program at an institution of higher education
3. Alternative program based at an institution of higher education
4. Alternative program not based at an institution of higher education
5. Other preparation program
6. Does not apply - my current credential is the same as my initial credential
Teacher or service provider's education SE-RQ6 EBD120c Question “Which of the following best describes the type of preparation program you participated in while earning your initial certification?"_x000D_
----_x000D_
1. Traditional four-year undergraduate program based at an institution of higher education_x000D_
2. Traditional graduate program at an institution of higher education_x000D_
3. Alternative program based at an institution of higher education_x000D_
4. Alternative program not based at an institution of higher education_x000D_
5. Other preparation program_x000D_
Teacher or service provider's education SE-RQ6

Yes Streamlined question stem to align with added gate question. Item aligned with National Kindergarten survey.
SPA 41 Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's education SE-RQ6 EBD130a Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teacher or service provider's education SE-RQ6



SPA 42 Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_
----_x000D_
1. Awaiting test results_x000D_
2. Passed_x000D_
3. Have not yet passed_x000D_
Teacher or service provider's education SE-RQ6 EBD130b Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_
----_x000D_
1. Awaiting test results_x000D_
2. Passed_x000D_
3. Have not yet passed_x000D_
Teacher or service provider's education SE-RQ6



SPA 43 Question “The next few questions pertain to your years of experience. _x000D_
_x000D_
Counting this school year, how many years have you worked in your current school, including part time?” _x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6 EBD140 Question “The next few questions pertain to your years of experience. _x000D_
_x000D_
Counting this school year, how many years have you worked in your current school, including part time?” _x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6



SPA 44 Question “{The next few questions pertain to your years of experience.} Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6 EBD150 Question “Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6

Yes Removed unnecessary conditional transition text.
SPA 45 Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6 EBD160 Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_
_x000D_
InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_
_x000D_
Watermark “Enter years”
Teacher or service provider's years of experience SE-RQ6



SPA 46 Question "How long do you plan to continue to teach or work with children receiving special education or related services?"_x000D_
----_x000D_
1. As long as I am able_x000D_
2. Until I am eligible for retirement benefits from this job_x000D_
3. Until I am eligible for retirement benefits from a previous job_x000D_
4. Until I am eligible for Social Security benefits_x000D_
5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_
6. Until a more desirable job opportunity comes along_x000D_
7. Definitely plan to leave as soon as I can_x000D_
8. Undecided at this time_x000D_
Job satisfaction and self-efficiacy SE-RQ6 EBD170 Question "How long do you plan to continue to teach or work with children receiving special education or related services?"_x000D_
----_x000D_
1. As long as I am able_x000D_
2. Until I am eligible for retirement benefits from this job_x000D_
3. Until I am eligible for retirement benefits from a previous job_x000D_
4. Until I am eligible for Social Security benefits_x000D_
5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_
6. Until a more desirable job opportunity comes along_x000D_
7. Definitely plan to leave as soon as I can_x000D_
8. Undecided at this time_x000D_
Job satisfaction and self-efficiacy SE-RQ6



SPA 47 Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click “Finish” to complete this survey and then check to see if there are any more surveys assigned to you.” Thank you to respondent NA TYD900 Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” Thank you to respondent NA




Sheet 5: S1 Nat SPB

Section S1 FT Item # S1 FT Item Wording - redacted S1 FT Construct S1 FT Research Question S1 National Item # S1 National Item Wording - redacted S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
SPB 0 Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
• To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
• Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
• You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA INB000 Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
• To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
• Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
• You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SPB 1b Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_
_x000D_
InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receiving special education SE-RQ2 SIB010 Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_
_x000D_
InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receiving special education SE-RQ2



SPB 2 Question “Is {CHILD} currently receiving special education services through an IEP due to a disability, or has {CHILD} received such services during this school year?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receiving special education SE-RQ2 SIB020 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?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receiving special education SE-RQ2



SPB 3a Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Provide instruction directly to {CHILD}_x000D_
2. Provide related services directly to {CHILD}_x000D_
3. Provide consultation services directly to {CHILD}_x000D_
4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_
5. Provide case management_x000D_
6. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Type and amount of special education services SE-RQ7 SIB030 Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Provide instruction directly to {CHILD}_x000D_
2. Provide related services directly to {CHILD}_x000D_
3. Provide consultation services directly to {CHILD}_x000D_
4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_
5. Provide case management_x000D_
6. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Type and amount of special education services SE-RQ1 and SE-RQ7



SPB 3aos
Other specify text on type and amount of special education services SE-RQ7 SIB030OS
Other specify text on type and amount of special education services SE-RQ1 and SE-RQ7



SPB 3b Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or distance learning in the current school year?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Provide virtual instruction directly to {CHILD}_x000D_
2. Provide virtual related services directly to {CHILD}_x000D_
3. Provide virtual consultation services directly to {CHILD}_x000D_
4. Provide virtual indirect consultation services (for example, consultation to {CHILD}’s teacher, preparation of accessible materials)_x000D_
5. Provide virtual case management_x000D_
6. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Type and amount of special education services SE-RQ7 SIB040 Question “Which best describes the extent to which you teach or provide services to {CHILD} using virtual methods in the current school year?"_x000D_
----_x000D_
1. Provide all services to {CHILD} using virtual methods (for example, fully remote, web-based, online, or distance learning)_x000D_
2. Provide some combination of virtual and in-person services to {CHILD} (for example, blended or hybrid learning)_x000D_
3. Do not provide any services to {CHILD} virtually (i.e., all services are provided in person)_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Type and amount of special education services SE-RQ7

Yes Revised item and response option wording for clarity. Item aligned with National Kindergarten survey.
SPB 3bos
Other specify text on type and amount of special education services SE-RQ7 SIB040 OS
Other specify text on type and amount of special education services SE-RQ7



SPB 4 Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Before kindergarten_x000D_
2. During transitional kindergarten_x000D_
3. During kindergarten_x000D_
4. During transitional first grade_x000D_
5. During first grade_x000D_
6. During second grade_x000D_
DON'T KNOW
When services began SE-RQ3 SIB050 Question “When was {CHILD} first determined eligible for special education or related services?”

SaVisible “True”
----
1. Before kindergarten
2. During transitional kindergarten
3. During kindergarten
4. During transitional first grade
5. During first grade
DON'T KNOW
When services began SE-RQ3



SPB 5 Question “Is this the first school year that {CHILD} has been receiving special education services?”

SaVisible “True”
----
1. Yes
2. No
DON'T KNOW
When services began SE-RQ3 SIB060 Question “Did {CHILD} have an IEP or Individualized Family Service Plan (IFSP) last school year (2023-24)?”

SaVisible “True”
----
1. Yes
2. No
DON'T KNOW
When services began SE-RQ3

Yes Updated school year reference. Item aligned with National Kindergarten survey.
SPB 6 Question “When did {CHILD} first start receiving special education or related services?” _x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. Before kindergarten_x000D_
2. During transitional kindergarten_x000D_
3. During kindergarten_x000D_
4. During transitional first grade_x000D_
5. During first grade_x000D_
6. During second grade_x000D_
DON'T KNOW
When services began SE-RQ3




Yes
Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey.
SPB

Transition SE-RQ4 SIB070 Question “Did you provide education activities or programs to {CHILD} last school year (2023-24)?”
----
1. Yes
2. No
Transition SE-RQ4 Yes

New item added as a gate question to streamline items for respondents. New item aligned with National Kindergarten survey.
SPB 7 Question “To what extent were you involved in planning the transition from last year’s special education program to this year’s special education program for {CHILD}?”_x000D_
----_x000D_
1. Not at all_x000D_
2. Somewhat_x000D_
3. Extensively_x000D_
Transition SE-RQ4 SIB080 Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s special education program to this school year’s program?”
----
1. Not at all
2. Somewhat
3. Extensively
Transition SE-RQ4



SPB 8 Question “To what extent did you communicate with the person(s) who provided special education for {CHILD} last year?”_x000D_
----_x000D_
1. Not at all_x000D_
2. Somewhat_x000D_
3. Extensively_x000D_
4. I provided special education to {CHILD} last year._x000D_
Transition SE-RQ4 SIB090 Question “To what extent did you communicate with the person(s) who provided special education for {CHILD} last year?”
----
1. Not at all
2. Somewhat
3. Extensively

Transition SE-RQ4



SPB 9 Question “Have you reviewed {CHILD}’s records related to special education services provided before this school year?”_x000D_
----_x000D_
1. Yes._x000D_
2. No, I don't have access to the records._x000D_
3. No, I have access to the records but have not reviewed them._x000D_
4. No, I provided special education to {CHILD} last year._x000D_
Record review SE-RQ4 SIB100 Question “Have you reviewed {CHILD}’s records related to special education services provided before this school year?”
----
1. Yes.
2. No, I don't have access to the records.
3. No, I have access to the records but have not reviewed them.
Record review SE-RQ4

Yes Removed unnecessary response option to streamline item for respondent. Item aligned with National Kindergarten survey.
SPB 10 Question “What is {CHILD}’s primary disability as identified on {CHILD}'s IEP?”_x000D_
_x000D_
InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_
----_x000D_
1. Speech or language impairments_x000D_
2. Specific learning disabilities_x000D_
3. Emotional disturbance_x000D_
4. Intellectual disability_x000D_
5. Developmental delay_x000D_
6. Visual impairments (including blindness)_x000D_
7. Hearing impairments (including deafness)_x000D_
8. Orthopedic impairments_x000D_
9. Other health impairments_x000D_
10. Autism_x000D_
11. Traumatic brain injury_x000D_
12. Deaf­blindness_x000D_
13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf­blindness or developmental delay)_x000D_
14. No classification is given_x000D_
Child's disabilities SE-RQ2 SIB110 Question “What is {CHILD}’s primary disability as identified on {CHILD}’s IEP?”_x000D_
_x000D_
InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_
----_x000D_
1. Autism_x000D_
2. Deaf-blindness_x000D_
3. Developmental delay_x000D_
4. Emotional disturbance_x000D_
5. Hearing impairments (including deafness)_x000D_
6. Intellectual disability_x000D_
7. Orthopedic impairments_x000D_
8. Other health impairments_x000D_
9. Specific learning disabilities_x000D_
10. Speech or language impairments_x000D_
11. Traumatic brain injury_x000D_
12. Visual impairments (including blindness)_x000D_
13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf­blindness or developmental delay)_x000D_
14. No classification is given._x000D_
Child's disabilities SE-RQ2

Yes Reordered response options to alphabetical order to ease respondent burden. Item aligned with National Kindergarten survey.
SPB 11 Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}'s IEP?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. No other disabilities_x000D_
2. {Speech or language impairments}_x000D_
3. {Specific learning disabilities}_x000D_
4. {Emotional disturbance}_x000D_
5. {Intellectual disability}_x000D_
6. {Developmental delay}_x000D_
7. {Visual impairments (including blindness)}_x000D_
8. {Hearing impairments (including deafness)}_x000D_
9. {Orthopedic impairments}_x000D_
10. {Other health impairments}_x000D_
11. {Autism}_x000D_
12. {Traumatic brain injury}_x000D_
13. {Deaf-blindness}_x000D_
14. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf­blindness or developmental delay)}_x000D_
15. No classification is given_x000D_
Child's disabilities SE-RQ2 SIB120 Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}’s IEP?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. {Autism}_x000D_
2. {Deaf-blindness}_x000D_
3. {Developmental delay}_x000D_
4. {Emotional disturbance}_x000D_
5. {Hearing impairments (including deafness)}_x000D_
6. {Intellectual disability}_x000D_
7. {Orthopedic impairments}_x000D_
8. {Other health impairments}_x000D_
9. {Specific learning disabilities}_x000D_
10. {Speech or language impairments}_x000D_
11. {Traumatic brain injury}_x000D_
12. {Visual impairments (including blindness)}_x000D_
13. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf­blindness or developmental delay)}_x000D_
14. {No classification is given}_x000D_
15. No other disabilities._x000D_
Child's disabilities SE-RQ2

Yes Reordered response options to alphabetical order and updated conditional display of items to ease respondent burden. Item aligned with National Kindergarten survey.
SPB 12 Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's disabilities SE-RQ2 SIB130 Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Child's disabilities SE-RQ2



SPB 13 Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Reading_x000D_
2. Mathematics_x000D_
3. Language Arts_x000D_
4. Science_x000D_
5. Auditory processing_x000D_
6. Listening comprehension_x000D_
7. Oral expression_x000D_
8. Voice/speech articulation_x000D_
9. Language pragmatics_x000D_
10. Social skills_x000D_
11. General appropriateness of behavior_x000D_
12. Adaptive behavior or self-help skills_x000D_
13. Fine motor skills_x000D_
14. Gross motor skills_x000D_
15. Orientation and mobility_x000D_
16. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
IEP goals SE-RQ2 SIB140 Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Reading_x000D_
2. Mathematics_x000D_
3. Language Arts_x000D_
4. Science_x000D_
5. Auditory processing_x000D_
6. Listening comprehension_x000D_
7. Oral expression_x000D_
8. Voice/speech articulation_x000D_
9. Language pragmatics_x000D_
10. Social skills_x000D_
11. General appropriateness of behavior_x000D_
12. Adaptive behavior or self-help skills_x000D_
13. Fine motor skills_x000D_
14. Gross motor skills_x000D_
15. Orientation and mobility_x000D_
16. None of the above_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
IEP goals SE-RQ2



SPB 13os
Other specify text for IEP goals SE-RQ2 SIB140 OS
Other specify text for IEP goals SE-RQ2



SPB 14 Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Audiology_x000D_
2. Counseling services_x000D_
3. Occupational therapy_x000D_
4. Physical therapy_x000D_
5. Psychological services_x000D_
6. Health services_x000D_
7. Social work services_x000D_
8. Special transportation_x000D_
9. Speech or language therapy_x000D_
10. Orientation services_x000D_
11. Mobility services_x000D_
12. Rehabilitation services_x000D_
13. No related services were provided._x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Special education and related services SE-RQ2 SIB150 Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Audiology_x000D_
2. Counseling services_x000D_
3. Occupational therapy_x000D_
4. Physical therapy_x000D_
5. Psychological services_x000D_
6. Health services_x000D_
7. Social work services_x000D_
8. Special transportation_x000D_
9. Speech or language therapy_x000D_
10. Orientation services_x000D_
11. Mobility services_x000D_
12. Rehabilitation services_x000D_
13. No related services were provided._x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Special education and related services SE-RQ2



SPB 14os
Special education and related services SE-RQ2 SIB150 OS
Other specify text for Special education and related services SE-RQ2



SPB 15 Question “During this school year, has {CHILD} received any of the following?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Adaptive physical education_x000D_
2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_
3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_
4. Teacher used Braille to provide instruction_x000D_
5. Child was taught how to use Braille_x000D_
6. Teacher used American Sign Language to provide instruction_x000D_
7. Child was taught how to use American Sign Language_x000D_
8. Teacher used Manual English to provide instruction_x000D_
9. Child was taught how to use Manual English_x000D_
10. Teacher used Cued Speech to provide instruction_x000D_
11. Child was taught how to use Cued Speech_x000D_
12. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_
13. Tutoring/remediation from special education teacher_x000D_
14. Training, counseling, and other supports/services provided to child's family_x000D_
15. None of the above_x000D_
Type and amount of special education services SE-RQ2 SIB160 Question “During this school year, has {CHILD} received any of the following?”

InstResp “Select all that apply.”
----
1. Adaptive physical education
2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)
3. Interpreter for the deaf or hard of hearing (oral or sign)
4. Use of Braille during instruction by teacher or student
5. Use of American Sign Language during instruction by teacher or student
6. Use of Manual English during instruction by teacher or student
7. Use of Cued Speech during instruction by teacher or student
8. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child
9. Tutoring/remediation from special education teacher
10. Training, counseling, and other supports/services provided to child's family
11. Creative arts therapies (CAT) provided to the child (for example, visual, music, dance, drama therapy)
12. None of the above
Type and amount of special education services SE-RQ2

Yes Consolidated response options to ease respondent burden while also adding a response option of high interest to NCES. Item aligned with National Kindergarten survey.
SPB 16 Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Class placement SE-RQ5 SIB170 Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Class placement SE-RQ5



SPB 17 Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-Unit “Hours:”_x000D_
_x000D_
Watermark “Hours per week”
Type and amount of special education services SE-RQ2 SIB180 Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-Unit “Hours:”_x000D_
_x000D_
Watermark “Hours per week”
Type and amount of special education services SE-RQ2



SPB 18 Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-Unit “Hours:”_x000D_
_x000D_
Watermark “Hours per week”
Placement SE-RQ5 SIB190 Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_
_x000D_
InstResp “Please round to the nearest hour.”_x000D_
_x000D_
Pre-Unit “Hours:”_x000D_
_x000D_
Watermark “Hours per week”
Class placement SE-RQ5



SPB 19 Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. One­on­one instruction_x000D_
2. Small­group instruction_x000D_
3. Large­group instruction_x000D_
4. Co-teaching_x000D_
5. Cooperative learning_x000D_
6. Peer tutoring_x000D_
7. Computer­based instruction_x000D_
8. Direct instruction_x000D_
9. Cognitive strategies_x000D_
10. Self­management_x000D_
11. Behavior management_x000D_
12. Instruction received through a sign interpreter_x000D_
13. None of the above_x000D_
Teaching methods/materials SE-RQ2 SIB200 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.”
----
1. One­-on-­one instruction
2. Small-­group instruction
3. Large-­group instruction
4. Co-teaching
5. Cooperative learning
6. Peer tutoring
7. Computer­based instruction
8. Direct instruction
9. Cognitive strategies
10. Self­management
11. Behavior management
12. Instruction received through a sign interpreter
13. None of the above
Teaching methods/materials SE-RQ2 and SE-RQ7



SPB 20a Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. General education curriculum materials were used without modification._x000D_
2. General education curriculum materials were used with some modifications._x000D_
3. General education curriculum materials were used with substantial modifications._x000D_
4. Specially­designed commercial materials were used._x000D_
5. Teacher­designed materials were used._x000D_
6. Child not in this setting._x000D_
DON'T KNOW
Teaching methods/materials SE-RQ2 and SE-RQ5 SIB210 Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”

SaVisible “True”
----
1. General education curriculum materials were used without modification.
2. General education curriculum materials were used with some modifications.
3. General education curriculum materials were used with substantial modifications.
4. Specially­designed commercial materials were used.
5. Teacher­designed materials were used.
6. Child not in this setting.
DON'T KNOW
Teaching methods/materials SE-RQ2 and SE-RQ5



SPB 20b Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?”

SaVisible “True”
----
1. General education curriculum materials were used without modification.
2. General education curriculum materials were used with some modifications.
3. General education curriculum materials were used with substantial modifications.
4. Specially­designed commercial materials were used.
5. Teacher­designed materials were used.
6. Child not in this setting.
DON'T KNOW
Teaching methods/materials and inclusion SE-RQ2 and SE-RQ5 SIB220 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”
----
1. General education curriculum materials were used without modification.
2. General education curriculum materials were used with some modifications.
3. General education curriculum materials were used with substantial modifications.
4. Specially­designed commercial materials were used.
5. Teacher­designed materials were used.
6. Child not in this setting.
DON'T KNOW
Teaching methods/materials and inclusion SE-RQ2 and SE-RQ5



SPB 21a Question “Did {CHILD} use any assistive technologies this year?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teaching methods/materials SE-RQ2 SIB230 Question “Did {CHILD} use any assistive technologies this year?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teaching methods/materials SE-RQ2



SPB 21b Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Vans, vehicles_x000D_
2. Wheelchair_x000D_
3. Walker_x000D_
4. White cane_x000D_
5. Electronic with voice output (for example, Touch Talker)_x000D_
6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_
7. Non-electronic (for example, manual printing board)_x000D_
8. Hearing aids_x000D_
9. FM loops_x000D_
10. TTYs/TDDs_x000D_
11. Cochlear implants_x000D_
12. Real­time captioning_x000D_
13. Braille texts_x000D_
14. Electronic Braille devices_x000D_
15. Digital texts_x000D_
16. Magnifying devices_x000D_
17. Close­captioned television (CCTV)_x000D_
18. Tape recorder_x000D_
19. Calculator_x000D_
20. Electronic spelling devices_x000D_
21. Used solely by individual child_x000D_
22. Shared with other children_x000D_
23. Reading_x000D_
24. Writing_x000D_
25. Mathematics_x000D_
26. No assistive technologies or devices were used_x000D_
91. Other assistive technologies or devices {(Please specify):/(Please specify on next screen.)}_x000D_
Teaching methods/materials SE-RQ2 SIB240 Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”

InstResp “Select all that apply.”
----
1. Vans, vehicles
2. Wheelchair
3. Walker
4. White cane
5. Electronic with voice output (for example, Touch Talker)
6. Electronic without voice output (for example, device with visual display or printed speech output)
7. Non-electronic (for example, manual printing board)
8. Hearing aids
9. FM loops
10. TTYs/TDDs
11. Cochlear implants
12. Real­time captioning
13. Braille texts
14. Electronic Braille devices
15. Digital texts
16. Magnifying devices
17. Close­captioned television (CCTV)
18. Tape recorder
19. Calculator
20. Electronic spelling devices
21. Used solely by individual child
22. Shared with other children
23. Reading
24. Writing
25. Mathematics
26. None of the above
91. Other assistive technologies or devices {(Please specify):/(Please specify on next screen.)}
Teaching methods/materials SE-RQ2

Yes Modified response option from "No assistive technologies or devices were used." to "None of the above" to capture more valid data.
SPB 21bos
Other specify text for teaching methods and materials SE-RQ2 SIB240OS
Other specify text for teaching methods and materials SE-RQ2



SPB 22 Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her} for use full time?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Teaching methods/materials SE-RQ2 SIB250 Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her/them} for use full time?”
----
1. Yes
2. No
Teaching methods/materials SE-RQ2

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 23 Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her} program or progress?”_x000D_
----_x000D_
1. Every day or several times a week_x000D_
2. Once a week or several times a month_x000D_
3. Once a month_x000D_
4. A few times over the school year_x000D_
5. Once during this school year_x000D_
6. Never during this school year_x000D_
7. Not applicable because I am {CHILD}’s general education teacher_x000D_
8. Not applicable to my work with {CHILD}_x000D_
Teacher communication SE-RQ2 SIB260 Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her/their} program or progress?”
----
1. Every day or several times a week
2. Once a week or several times a month
3. Once a month
4. A few times over the school year
5. Once during this school year
6. Never during this school year
7. Not applicable because I am {CHILD}’s general education teacher
8. Not applicable to my work with {CHILD}
Teacher communication SE-RQ2

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 24 Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_
----_x000D_
1. 1 to 15 minutes_x000D_
2. 16 to 30 minutes_x000D_
3. 31 to 45 minutes_x000D_
4. 46 to 60 minutes_x000D_
5. More than 60 minutes_x000D_
Teacher communication SE-RQ2 SIB270 Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_
----_x000D_
1. 1 to 5 minutes_x000D_
2. 6 to 15 minutes_x000D_
3. 16 to 30 minutes_x000D_
4. 31 to 45 minutes_x000D_
5. 46 to 60 minutes_x000D_
6. More than 60 minutes_x000D_
Teacher communication SE-RQ2

Yes Revised response options to capture more precise data. Item aligned with National Kindergarten survey.
SPB 25 Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including e­mail)?”_x000D_
----_x000D_
1. Every day or several times a week_x000D_
2. Once a week or several times a month_x000D_
3. Once a month_x000D_
4. A few times over the school year_x000D_
5. Once during this school year_x000D_
6. Never during this school year_x000D_
Parent communication SE-RQ8 SIB280 Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including e­mail)?”_x000D_
----_x000D_
1. Every day or several times a week_x000D_
2. Once a week or several times a month_x000D_
3. Once a month_x000D_
4. A few times over the school year_x000D_
5. Once during this school year_x000D_
6. Never during this school year_x000D_
Parent communication SE-RQ8



SPB 26a Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010a Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9

Yes Revised phrasing of the introduction sentence for clarity. Item aligned with National Kindergarten survey.
SPB 26b Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010b Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26c Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010c Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26d Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010d Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26e Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010e Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 26f Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010f Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 26g Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010g Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 26h Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010h Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26i Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010i Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26j Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010j Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26k Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010k Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26l Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010l Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26m Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010m Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26n Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010n Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9



SPB 26o Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9 CCB010o Item wording is redacted due to copyright
Teacher-student closeness/conflict SE-RQ9

Yes Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey.
SPB 27 Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Psychological_x000D_
2. Speech/language_x000D_
3. Vision_x000D_
4. Hearing_x000D_
5. Learning style_x000D_
6. Motor skills_x000D_
7. Academics_x000D_
8. No evaluations for developing IEP goals were conducted this year_x000D_
91. Other {(Please specify):/(Please specify on next screen.)}_x000D_
Evaluation for setting goals SE-RQ1 EGB010 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.”
----
1. Psychological
2. Speech/language
3. Vision
4. Hearing
5. Learning style
6. Motor skills
7. Academics
8. No evaluations for developing IEP goals were conducted this year.
91. Other {(Please specify):/(Please specify on next screen.)}
Evaluation for setting goals SE-RQ1

Yes Added a period to the end of a response option that is a complete sentence. Item aligned with National Kindergarten survey.
SPB 27os
Other specify text for evaluation for setting goals SE-RQ1 EGB010 OS
Other specify text for evaluation for setting goals SE-RQ1



SPB 28 Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her} grade level this school year?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_
2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_
3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_
4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_
5. There are no academic content standards at this grade level._x000D_
DON'T KNOW
Expectation for meeting goals SE-RQ7 EGB020 Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her/their} grade level this school year?”

SaVisible “True”
----
1. {CHILD} is expected to attain grade level achievement for all of the academic content standards.
2. {CHILD} is expected to attain grade level achievement for some of the academic content standards.
3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards.
4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards.
5. There are no academic content standards at this grade level.
DON'T KNOW
Expectation for meeting goals SE-RQ7



SPB 29 Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_
----_x000D_
1. 76 to 100 percent_x000D_
2. 51 to 75 percent_x000D_
3. 26 to 50 percent_x000D_
4. 1 to 25 percent_x000D_
5. 0 percent_x000D_
Goals met SE-RQ1 EGB030 Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_
----_x000D_
1. 76 to 100 percent_x000D_
2. 51 to 75 percent_x000D_
3. 26 to 50 percent_x000D_
4. 1 to 25 percent_x000D_
5. 0 percent_x000D_
Goals met SE-RQ1



SPB 30 Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_
----_x000D_
1. Definitely will continue in special education_x000D_
2. Very likely to continue in special education_x000D_
3. Likely to continue in special education_x000D_
4. Unlikely to continue in special education_x000D_
5. Very unlikely to continue in special education_x000D_
6. Definitely will not continue in special education (will be dismissed from services)_x000D_
Goals met SE-RQ1 EGB040 Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_
----_x000D_
1. Definitely will continue in special education_x000D_
2. Very likely to continue in special education_x000D_
3. Likely to continue in special education_x000D_
4. Unlikely to continue in special education_x000D_
5. Very unlikely to continue in special education_x000D_
6. Definitely will not continue in special education (will be dismissed from services)_x000D_
Goals met SE-RQ1



SPB 31 Question “During this school year, to what extent has {CHILD} participated in any grade­level assessment administered as part of the school's testing program?”_x000D_
_x000D_
SaVisible “True”_x000D_
----_x000D_
1. {Child} did not participate in the school's testing or assessment program._x000D_
2. {Child} participated in alternate assessments and no regular assessments._x000D_
3. {Child} participated in some alternate assessments and some regular assessments._x000D_
4. {Child} participated fully in the school's regular testing or assessment program._x000D_
5. There is no testing or assessment program at this grade level._x000D_
DON'T KNOW
Expectation for meeting goals and inclusion SE-RQ1 and SE-RQ5 EGB050 Question “During this school year, to what extent has {CHILD} participated in any grade­level assessment administered as part of the school's testing program?”

SaVisible “True”
----
1. {Child} did not participate in the school's testing or assessment program.
2. {Child} participated in alternate assessments and no regular assessments.
3. {Child} participated in some alternate assessments and some regular assessments.
4. {Child} participated fully in the school's regular testing or assessment program.
5. There is no testing or assessment program at this grade level.
DON'T KNOW
Expectation for meeting goals and inclusion SE-RQ1 and SE-RQ5



SPB 32 Question “How far in school do you expect {CHILD} to go?”_x000D_
----_x000D_
1. Receive less than a high school diploma_x000D_
2. Graduate from high school_x000D_
3. Attend a vocational or technical school after high school_x000D_
4. Attend two or more years of college_x000D_
5. Finish a four- or five-year college degree_x000D_
6. Earn a master's degree or equivalent_x000D_
7. Finish a Ph.D., MD, or other advanced degree_x000D_
Expected attainment SE-RQ1 EGB060 Question “How far in school do you expect {CHILD} to go?”
----
1. Receive less than a high school diploma
2. Graduate from high school
3. Attend a vocational or technical school after high school
4. Attend two or more years of college
5. Finish a four- or five-year college degree
6. Earn a master's degree or equivalent
7. Finish a PhD., MD, or other advanced degree
Expected attainment SE-RQ1

Yes Removed a period in an abbreviation for grammatical consistency.
SPB 33 Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed._x000D_
_x000D_
Please click “Finish” to complete your survey for {CHILD} and then check to see if there are any more children assigned to you.”
Thank you to respondent NA TYB900a 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.”
Thank you to respondent NA



SPB 51 Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website.  You can then check to see if there are any more children for whom a survey needs to be completed.

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."
Thank you to respondent NA TYB900b 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.”
Thank you to respondent NA




Sheet 6: S1 Nat SA

Section FT Item # FT Item Wording FT Construct FT Research Question S1 National Item # S1 National Item Wording S1 National Construct S1 National Research Question Added Dropped Changed Rationale for additions, drops, or changes
SAQ A0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA SCS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ A1b Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_
_x000D_
InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_
_x000D_
Pre-unit “Number of Instructional Days”_x000D_
_x000D_
Watermark “Enter number”
Length of school year SA-RQ5 SCS010 Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_
_x000D_
InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_
_x000D_
Pre-unit “Number of Instructional Days”_x000D_
_x000D_
Watermark “Enter number”
Length of school year SA-RQ5



SAQ A2a Question “What are the start dates for this school for the 2022-23 school year?”_x000D_
_x000D_
InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2022 (for example, 08/22/2022).”_x000D_
_x000D_
Pre-unit “Date school started in 2022”_x000D_
_x000D_
Watermark “MM/DD/YYYY”
Length of school year SA-RQ5 SCS020A Question “What are the start dates for this school for the 2024-2025 school year?”

InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2024 (for example, 08/22/2024).”

Pre-unit “Date school started in 2024”

Watermark “MM/DD/YYYY”
Length of school year SA-RQ5

Yes updated school year
SAQ A2b Question: What are the end dates for this school for the 2022-23 school year?”_x000D_
_x000D_
InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2023 (for example, 05/22/2023).”_x000D_
_x000D_
Pre-unit “Date school ends in 2023”_x000D_
_x000D_
Watermark “MM/DD/YYYY”
Length of school year SA-RQ5 SCS020B Question: What are the end dates for this school for the 2024-2025 school year?”

InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2025 (for example, 05/22/2025).”

Pre-unit “Date school ends in 2025”

Watermark “MM/DD/YYYY”
Length of school year SA-RQ5

yes updated school year
SAQ A3a Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Answer as percent average daily attendance_x000D_
2. Answer as average number of students attending daily_x000D_
Enrollment and attendance SA-RQ3 SCS030A Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_
----_x000D_
1. Answer as percent average daily attendance_x000D_
2. Answer as average number of students attending daily_x000D_
Enrollment and attendance SA-RQ3



SAQ A3b Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
Percent average daily attendance”_x000D_
_x000D_
Watermark “Enter percent”
Enrollment and attendance SA-RQ3 SCS030B Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
Percent average daily attendance”_x000D_
_x000D_
Watermark “Enter percent”
Enrollment and attendance SA-RQ3



SAQ A3c Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
Average number of students attending daily”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance SA-RQ3 SCS030C Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_
_x000D_
Average number of students attending daily”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance SA-RQ3



SAQ A5a Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. _x000D_
_x000D_
Total enrollment in your school (across all grades) around October 1, 2022 or the date nearest to that for which data are available.”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance SA-RQ3 SCS040A Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following.

Total enrollment in first grade in your school around October 1, 2024 or the date nearest to that for which data are available.”

Pre-unit “Number:”

Watermark “Enter number”
Enrollment and attendance SA-RQ3

Yes Revised to be consistent with SK; updated school year
SAQ A5b Question “Number of children who have enrolled in your school since October 1, 2022. If no children have enrolled in your school since October 1, 2022, enter “0.””_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance SA-RQ3 SCS040B Question “Total enrollment in your school (across all grades) around October 1, 2024, or the nearest to that for which data are available.

Pre-unit “Number:”

Watermark “Enter number”
Enrollment and attendance SA-RQ3

Yes Revised to be consistent with SK and updated update school year
SAQ A5c Question “Number of children who left your school since October 1, 2022 and have not returned. If no children have left your school since October 1, 2022, enter “0.””_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance SA-RQ3




Yes
Drop item based on field test report.
SAQ A6 Question “Select all grade levels included in your school.”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Ungraded_x000D_
2. Prekindergarten_x000D_
3. Transitional (or readiness) kindergarten (TK)_x000D_
4. Kindergarten_x000D_
5. Transitional first (or pre-first) grade_x000D_
6. 1st grade_x000D_
7. 2nd grade_x000D_
8. 3rd grade_x000D_
9. 4th grade_x000D_
10. 5th grade_x000D_
11. 6th grade_x000D_
12. 7th grade_x000D_
13. 8th grade_x000D_
14. 9th grade_x000D_
15. 10th grade_x000D_
16. 11th grade_x000D_
17. 12th grade_x000D_
School type SA-RQ3 SCS050 Question “Select all grade levels included in your school.”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Ungraded_x000D_
2. Prekindergarten_x000D_
3. Transitional (or readiness) kindergarten (TK)_x000D_
4. Kindergarten_x000D_
5. Transitional first (or pre-first) grade_x000D_
6. 1st grade_x000D_
7. 2nd grade_x000D_
8. 3rd grade_x000D_
9. 4th grade_x000D_
10. 5th grade_x000D_
11. 6th grade_x000D_
12. 7th grade_x000D_
13. 8th grade_x000D_
14. 9th grade_x000D_
15. 10th grade_x000D_
16. 11th grade_x000D_
17. 12th grade_x000D_
School type SA-RQ3



SAQ A7 Question “Which of the following programs does your school currently offer?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Half-day onsite pre-K program_x000D_
2. Full-day onsite pre-K program_x000D_
3. Tuition-based full-day onsite pre-K program_x000D_
4. Half-day kindergarten_x000D_
5. Full-day kindergarten_x000D_
6. Tuition-based full-day kindergarten_x000D_
7. Half-day transitional (or readiness) kindergarten_x000D_
8. Full-day transitional (or readiness) kindergarten_x000D_
9. Tuition-based full-day transitional (or readiness) kindergarten_x000D_
10. Half-day transitional first (or pre-first) grade_x000D_
11. Full-day transitional first (or pre-first) grade_x000D_
12. Tuition-based full-day transitional first (or pre-first) grade_x000D_
13. None of the above_x000D_
School programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3 SCS060 Question “Which of the following programs does your school currently offer?”

InstResp “Select all that apply.”
----
1. Half-day onsite pre-K program
2. Full-day onsite pre-K program
3. Tuition-based full-day onsite pre-K program
4. Half-day kindergarten
5. Full-day kindergarten
6. Tuition-based full-day kindergarten
7. Half-day transitional (or readiness) kindergarten
8. Full-day transitional (or readiness) kindergarten
9. Tuition-based full-day transitional (or readiness) kindergarten
10. Half-day transitional first (or pre-first) grade
11. Full-day transitional first (or pre-first) grade
12. Tuition-based full-day transitional first (or pre-first) grade

School programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3

Yes Revised to be consistent with SK
SAQ A8 Question “How do children qualify for participation in your school’s transitional (or readiness) kindergarten program?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Student age (for example, students who are young for their first-grade cohort)_x000D_
2. Universal to all 4 year olds_x000D_
3. Teacher recommendation_x000D_
4. Parental request_x000D_
5. School readiness score_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
School programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3




Yes
Drop item based on field test report
SAQ A8OS
Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3




Yes
Drop item based on field test report
SAQ A9 Question “How do children qualify for participation in your school’s transitional first (or prefirst) grade program?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Student age (for example, students who are young for their first-grade cohort)_x000D_
2. Universal to all 5 year olds_x000D_
3. Teacher recommendation_x000D_
4. Parental request_x000D_
5. School readiness score_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
School programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3




Yes
Drop item based on field test report
SAQ A9OS
Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten SA-RQ3




Yes
Drop item based on field test report
SAQ A10 Question “Which of the following characterizes your school?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Regular public school (not including magnet school or school of choice)_x000D_
2. Public magnet school_x000D_
3. Charter_x000D_
4. Catholic_x000D_
5. Catholic school: Diocesan_x000D_
6. Catholic school: Parish_x000D_
7. Catholic school: Private order_x000D_
8. Other private school, religious affiliation_x000D_
9. Private school affiliated by NAIS, no religious affiliation_x000D_
10. Other private school, no religious or NAIS affiliation_x000D_
11. Early childhood center (school/center includes preschool and/or early grades)_x000D_
12. Special education school – primarily serves children with disabilities_x000D_
13. Year-round school_x000D_
14. Bureau of Indian Education (BIE) or tribal school_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3 SCS070 Question “Which of the following characterizes your school?” _x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Regular public school (not including magnet school or school of choice)_x000D_
2. Public magnet school_x000D_
3. Charter_x000D_
4. Catholic_x000D_
5. Catholic school: Diocesan_x000D_
6. Catholic school: Parish_x000D_
7. Catholic school: Private order_x000D_
8. Other private school, religious affiliation_x000D_
9. Private school affiliated by NAIS, no religious affiliation_x000D_
10. Other private school, no religious or NAIS affiliation_x000D_
11. Early childhood center (school/center includes preschool and/or early grades)_x000D_
12. Special education school – primarily serves children with disabilities_x000D_
13. Year-round school_x000D_
14. Bureau of Indian Education (BIE) or tribal school_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3



SAQ A10a Question “In what year did this school start providing instruction as a public charter school?” _x000D_
_x000D_
InstResp “Enter the year.”_x000D_
_x000D_
Watermark “Enter year”
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3




Yes
Drop item based on field test report
SAQ A10b Question “Which of the following characterizes your public charter school? "_x000D_
----_x000D_
1. For profit_x000D_
2. Not for profit_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3 SCS080 Question “Which of the following characterizes your public charter school? "_x000D_
----_x000D_
1. For profit_x000D_
2. Not for profit_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3



SAQ A11a1 Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? _x000D_
_x000D_
Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race._x000D_
_x000D_
Hispanic or Latino/Latina of any race_x000D_
_x000D_
InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. {The total on the percent column should add to 100%.}”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090A1 Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups?

Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race.

Hispanic or Latino/Latina of any race

InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. {The total on the percent column should add to 100%.}”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11a2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090A2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11b1 Question “American Indian or Alaska Native, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090B1 Question “American Indian or Alaska Native, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11b2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090B2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11c1 Question “Asian, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090C1 Question “Asian, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11c2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090C2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11d1 Question “Black or African American, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090D1 Question “Black or African American, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11d2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090D2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11e1 Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090E1 Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11e2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090E2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11f1 Question “White, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090F1 Question “White, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11f2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090F2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11g1 Question “Two or more races, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090G1 Question “Two or more races, non-Hispanic”

Pre-unit: “Number:”

Watermark: “Enter number”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11g2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS090G2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3



SAQ A11i1 Question “During this school year, approximately what percentage of students at your school are...”_x000D_
_x000D_
Chronically absent?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”_x000D_
_x000D_
“Don’t know”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS100A Question “During this school year, approximately what percentage of students at your school are...”

Chronically absent?”

Pre-unit “Percentage:”

Watermark “Enter percentage”

“Don’t know”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3

Yes Revised to be consistent with SK
SAQ A11i2 Question “Homeless?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”_x000D_
_x000D_
“Don’t know”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS100B Question “During this school year, approximately what percentage of students at your school are...”

Experiencing homelessness?”

Pre-unit “Percentage:”

Watermark “Enter percentage”

“Don’t know”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3

Yes Revised to be consistent with SK
SAQ A11i3 Question “From migrant families?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”_x000D_
_x000D_
"Don’t know"
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3 SCS100C Question “From migrant families?”

Pre-unit “Percentage:”

Watermark “Enter percentage”

"Don’t know"
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3

Yes Revised to be consistent with SK
SAQ A12a Question “About what percentage of the children enrolled in this school are…_x000D_
From the surrounding neighborhood?”_x000D_
_x000D_
Pre-unit “Percent”_x000D_
_x000D_
Watermark “Enter percentage”_x000D_
_x000D_
InstResp: "If none, write “0.””
Enrollment and attendance
SA-RQ3
SA-RQ9
SCS110A Question “About what percentage of the children enrolled in this school are…
From the surrounding neighborhood?”

Pre-unit “Percentage”

Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9


Yes Revised to be consistent with SK
SAQ A12b Question “Bused to achieve equitable access to resources?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9
SCS110B Question “Bused to achieve equitable access to resources?”

Pre-unit “Percentage:”

Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9


Yes Revised to be consistent with SK
SAQ A12c Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9
SCS110C Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?”

Pre-unit “Percentage:”

Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9


Yes Revised to be consistent with SK
SAQ A12d Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9
SCS110D Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?”

Pre-unit “Percentage:”

Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9


Yes Revised to be consistent with SK
SAQ A12e Question “Attend the school under public school choice?”_x000D_
_x000D_
Pre-unit “Percent:”_x000D_
_x000D_
Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9
SCS110E Question “Attend the school under public school choice?”

Pre-unit “Percentage:”

Watermark “Enter percentage”
Enrollment and attendance
SA-RQ3
SA-RQ9


Yes Revised to be consistent with SK
SAQ A13 Question “How many children are currently enrolled in kindergarten classes?”_x000D_
_x000D_
InstResp “Enter number.  Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.”_x000D_
_x000D_
Watermark “Enter number”
Enrollment and attendance
SA-RQ3




Yes
dropped to reduce burden in favor of another items
SAQ A15 Question “By what date did a child need to turn five to enter kindergarten for this school year, 2022-23?”_x000D_
_x000D_
InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2022). If there is no cutoff date, please select that below.”_x000D_
_x000D_
Pre-unit “Date”_x000D_
_x000D_
Watermark “MM/DD/YYYY”_x000D_
_x000D_
“No cutoff date to enter kindergarten”
Entry age for kindergarten SA-RQ3 SCS140 Question “By what date did a child need to turn five to enter kindergarten for this school year, 2024-25?”

InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2024). If there is no cutoff date, please select that below.”

Pre-unit “Date”

Watermark “MM/DD/YYYY”

“No cutoff date to enter kindergarten”
Entry age for kindergarten SA-RQ3

Yes Revised to update school year
SAQ A16 Question “What days of the week is your school in session?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Monday_x000D_
2. Tuesday_x000D_
3. Wednesday_x000D_
4. Thursday_x000D_
5. Friday_x000D_
6. Saturday_x000D_
7. Sunday_x000D_
Information on school week (days and length of each day) SA-RQ3 SCS150 Question “What days of the week is your school in session?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Monday_x000D_
2. Tuesday_x000D_
3. Wednesday_x000D_
4. Thursday_x000D_
5. Friday_x000D_
6. Saturday_x000D_
7. Sunday_x000D_
Information on school week (days and length of each day) SA-RQ3



SAQ A17 Question “This next set of questions is about school-level breakfast and lunch eligibility and participation Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS160 Question “This next set of questions is about school-level breakfast and lunch eligibility and participation. Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?”
----
1. Yes
2. No
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A18a Question “What time is breakfast served at the school?_x000D_
_x000D_
Time breakfast starts:”_x000D_
_x000D_
Pre-unit “Time”_x000D_
_x000D_
Watermark “hh:mm AM/PM”_x000D_
_x000D_
InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A18b Question “Time breakfast ends:”_x000D_
_x000D_
Pre-unit “Time”_x000D_
_x000D_
Watermark “hh:mm AM/PM”_x000D_
_x000D_
InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A19a Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_
_x000D_
Paid school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”_x000D_
_x000D_
InstResp “Please enter the number. If none, enter "0.”"
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS170A Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_
_x000D_
Paid school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”_x000D_
_x000D_
InstResp “Please enter the number. If none, enter "0.”"
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A19b Question “Free school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS170B Question “Free school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A19c Question “Reduced-price school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS170C Question “Reduced-price school breakfasts”_x000D_
_x000D_
Pre-unit “Number of breakfasts:”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A20 Question “What is the price of a USDA-reimbursable breakfast for students who pay the full price?”_x000D_
_x000D_
InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_
_x000D_
Pre-unit: “Standard full price $”_x000D_
_x000D_
Watermark “00.00”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A21 Question “What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?”_x000D_
_x000D_
InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_
_x000D_
Pre-unit: “Reduced price $”_x000D_
_x000D_
Watermark “00.00”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A21c Question “What are the reasons why your school does not participate in USDA’s school breakfast program?”_x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. Too few eligible students_x000D_
2. Program too costly_x000D_
3. School starts too late to serve breakfast_x000D_
4. School lacks facilities to serve breakfast_x000D_
5. School lacks staff to serve breakfast_x000D_
91. Other (Please specify):_x000D_
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS180 Question “What are the reasons why your school does not participate in USDA’s school breakfast program?”

InstResp “Select all that apply”
----
1. Too few eligible students
2. Program too costly
3. School starts too late to serve breakfast
4. School lacks facilities to serve breakfast
5. School lacks staff to serve breakfast
91. Other
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A21cOS
Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop to be consistent with SK
SAQ A22 Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS190 Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A23a Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month?_x000D_
_x000D_
Paid school lunches”_x000D_
_x000D_
InstResp “Please enter the number. If none, enter "0.”"_x000D_
_x000D_
Pre-unit “Number of lunches:”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS200A Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the entire month of October?

Paid school lunches”

InstResp “Please enter the number. If none, enter "0.”"

Pre-unit “Number of lunches:”

Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A23b Question “Free school lunches”_x000D_
_x000D_
Pre-unit “Number of lunches”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS200B Question “Free school lunches”_x000D_
_x000D_
Pre-unit “Number of lunches”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A23c Question “Reduced-price school lunches”_x000D_
_x000D_
Pre-unit “Number of lunches”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS200C Question “Reduced-price school lunches”_x000D_
_x000D_
Pre-unit “Number of lunches”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7




SAQ A24 Question “What is the price of a USDA-reimbursable lunch for students who pay the full price?”_x000D_
_x000D_
InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_
_x000D_
Pre-unit: “Standard full price $”_x000D_
_x000D_
Watermark “00.00”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A25 Question “What is the price of a USDA-reimbursable lunch for students who pay the reduced price?”_x000D_
_x000D_
InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_
_x000D_
Pre-unit: “Reduced price $”_x000D_
_x000D_
Watermark “00.00”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7





Yes
Drop item based on field test report
SAQ A26a Question “How many children in your school were approved for free or reduced-price meals as of October, 1, 2022, or the date nearest to that for which data are available?_x000D_
_x000D_
Free school meals”_x000D_
_x000D_
InstResp “Please enter the numbers. If none, enter "0."”_x000D_
_x000D_
Pre-unit “Number approved”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS210A Question “How many children in your school were approved for free or reduced-price lunches as of October, 1, 2024, or the date nearest to that for which data are available?

Free school meals”

InstResp “Please enter the numbers. If none, enter "0."”

Pre-unit “Number approved”

Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7


Yes Revised to be consisten with SK
SAQ A26b Question “Reduced-price meals”_x000D_
_x000D_
Pre-unit “Number approved”_x000D_
_x000D_
Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS210B Question “Reduced-price lunches”

Pre-unit “Number approved”

Watermark “Enter number”
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7


Yes Revised to be consisten with SK
SAQ A27 Question “What are the reasons why your school does not participate in USDA’s school lunch program?”_x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. Too few eligible students_x000D_
2. Program too costly_x000D_
3. School starts too late to serve lunch_x000D_
4. School lacks facilities to serve lunch_x000D_
5. School lacks staff to serve lunch_x000D_
91. Other (Please specify):_x000D_
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7
SCS210C Question “What are the reasons why your school does not participate in USDA’s school lunch program?”

InstResp “Select all that apply”
----
1. Too few eligible students
2. Program too costly
3. School ends too early to serve lunch
4. School lacks facilities to serve lunch
5. School lacks staff to serve lunch
91. Other
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals SA-RQ2
SA-RQ3
SA-RQ7


yes Revised response options so they are applicable for lunch program.
SAQ A27OS
Other specify for introduction NA




Yes
Drop item based on field test report
SAQ A28 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Characteristics section."_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice Principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ A28OS
Other specify for Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ ASTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA SCS998STOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ A29 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA SCS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ B0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA SFS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ B1a Question “This section of the survey asks questions about your school’s facilities and resources._x000D_
_x000D_
In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_
_x000D_
Cafeteria”_x000D_
_x000D_
InstResp: “Select one response for each row.”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010A Question “This section of the survey asks questions about your school’s facilities and resources.

In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?

Cafeteria”

InstResp: “Select one response for each row.”
----
1. Do not have
2. Never adequate
3. Often not adequate
4. Sometimes not adequate
5. Always adequate
Adequacy of facilities and resources
SA-RQ3



SAQ B1b Question “Computer lab”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010B Question “Computer lab”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1c Question “Library/media center”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010C Question “Library/media center”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1d Question “Art room”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010D Question “Art room”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1e Question “Gymnasium”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010E Question “Gymnasium”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1f Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_
_x000D_
Music room”_x000D_
_x000D_
InstResp “Select one response for each row.”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010F Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_
_x000D_
Music room”_x000D_
_x000D_
InstResp “Select one response for each row.”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1g Question “Playground”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010G Question “Playground”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1h Question “Classrooms”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010H Question “Classrooms”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1i Question “Auditorium”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010I Question “Auditorium”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B1j Question “Multi-purpose room”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3 SFS010J Question “Multi-purpose room”_x000D_
----_x000D_
1. Do not have_x000D_
2. Never adequate_x000D_
3. Often not adequate_x000D_
4. Sometimes not adequate_x000D_
5. Always adequate_x000D_
Adequacy of facilities and resources
SA-RQ3



SAQ B2 Question “How many children is this school designed to accommodate?”_x000D_
_x000D_
InstResp “Enter number. If none, enter “0.””_x000D_
_x000D_
Pre-unit “Number of children”_x000D_
_x000D_
Watermark “Enter number”
Adequacy of facilities and resources
SA-RQ3




yes
dropped in favor of another item
SAQ B3a Question “How many computers in this school are used for…._x000D_
_x000D_
Instructional purposes only?”_x000D_
_x000D_
InstResp “If none, enter “0.””_x000D_
_x000D_
Pre-unit “Number of computers”_x000D_
_x000D_
Watermark “Enter number”
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 SFS030A Question “Please answer the following regarding the availaibility and use of specific technology and equipment at your school.

How many computers in this school are used for….

Instructional purposes only?”

InstResp “If none, enter “0.””

Pre-unit “Number of computers”

Watermark “Enter number”
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3

Yes Revised to be consistent with SK
SAQ B3b Question “Both instructional and administrative purposes?”_x000D_
_x000D_
Pre-unit “Number of computers”_x000D_
_x000D_
Watermark “Enter number”
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 SFS030B Question “Both instructional and administrative purposes?”

Pre-unit “Number of computers”

Watermark “Enter number”
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3



SAQ B4 Question “Please describe the availability and use of school desktop computers, laptops, Chromebooks, tablets, or other electronic devices by their type of access.”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
_x000D_
1. Access to local area network (LAN) only_x000D_

2. Access to the Internet_x000D_
----_x000D_
1. Available at your school_x000D_
2. Available for use by kindergartners for regular classroom activities_x000D_
3. Used for assessments taken by students_x000D_
4. None of the above_x000D_
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3





Yes replaced with new items about technology





SFS200A Question “Please indicate the availaibity and use of each type of electronic device in your school.

Desktop computers"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available

SA-RQ1 yes

Technology is a priority interest





SFS200B Question "Laptops"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 yes

Technology is a priority interest





SFS200C Question "Chromebooks"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 yes

Technology is a priority interest





SFS200D Question "Tablets"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 yes

Technology is a priority interest





SFS200E Question "White Boards"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 yes

Technology is a priority interest





SFS200F Question "Other specify"

InstResp “Select all that apply.”

1. Available at your school
2. Available for use by first graders for regular classroom activities
3. Used for assessments taken by students
4. Not available
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other SA-RQ3 yes

Technology is a priority interest













SAQ B5 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Facilities and Resources section."_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ B5OS
Other specify for Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ BSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA SFS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ B6 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA SFS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ C0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA FCS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ C1 Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to children and their families at your school site?”_x000D_
_x000D_
InstResp “Please include programs run by the school and those run by outside groups. _x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. Before-school child care_x000D_
2. Half-day care for children in half-day kindergarten_x000D_
3. After-school child care_x000D_
4. None of the above_x000D_
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7 FCS010 Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to first-grade children and their families at your school site?”

InstResp “Please include programs run by the school and those run by outside groups.

Select all that apply.”
----
1. Before-school child care
2. After-school child care
3. Hearing screening
4. Vision screening
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7

Yes Revised to be consistent with SK



School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7 FCS020 Question “Does your school provide any of the following services to children or their families?"

InstResp “This service can be provided by making referrals, or hosting other agencies who provide the services on or off site. Select all that apply.”
----
1. Physical screenings or examinations (other than dental, hearing and vision)
2. Dental screenings or examinations
3. Hearing screenings or examinations
4. Vision screenings or examinations
5. Speech/language screenings or evaluations
6. Developmental assessments
7. Assessments of social skills or behavior problems
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7 Yes

Included in SK
SAQ C2 Question “Are any of the following programs or services for parents and families available at your school site?"_x000D_
_x000D_
InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.”_x000D_
----_x000D_
1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs)_x000D_
2. Adult literacy program (including Adult Basic Education)_x000D_
3. Family literacy program_x000D_
4. Health or social services offered collaboratively by service agencies such as hospitals_x000D_
5. Orientation to school setting for new families_x000D_
6. Hearing screening_x000D_
7. Vision screening_x000D_
8. Child care so that parents can attend school parent meetings or events_x000D_
9. Programs to learn English for parents or families whose native language is not English_x000D_
10. None_x000D_
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7 FCS030 Question “Are any of the following programs or services for parents and families available at your school site?"

InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.”
----
1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs)
2. Adult literacy program (including Adult Basic Education)
3. Family literacy program
4. Health or social services offered collaboratively by service agencies such as hospitals
5. Orientation to school setting for new families
8. Child care so that parents can attend school parent meetings or events
9. Programs to learn English for parents or families whose native language is not English
10. None of the above
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) SA-RQ7

Yes Revised to be consisten with SK
SAQ C3a Question “Please indicate how often each of the following activities is provided by your school._x000D_
_x000D_
PTA, PTO, or Parent-Teacher-Student organization meetings”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050A Question “Please indicate how often each of the following activities is provided by your school.

PTA, PTO, or Parent-Teacher-Student organization meetings”
----
1. Never
2. Once a year
3. 2 to 3 times a year
4. 4 to 6 times a year
5. 7 or more times a year
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C3b Question “Reports of child’s performance provided to parents (for example, report cards)”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050B Question “Reports of child’s performance provided to parents (for example, report cards)”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C3c Question “Information on the child’s standardized assessment scores provided to parents”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050C Question “Information on the child’s standardized assessment scores provided to parents”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C3d Question “Teacher-parent conferences”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050D Question “Teacher-parent conferences”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C3e Question “School performances to which parents are invited”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050E Question “School performances to which parents are invited”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C3f Question “Classroom programs like class plays, book nights, or family math nights”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS050F Question “Classroom programs like class plays, book nights, or family math nights”_x000D_
----_x000D_
1. Never_x000D_
2. Once a year_x000D_
3. 2 to 3 times a year_x000D_
4. 4 to 6 times a year_x000D_
5. 7 or more times a year_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6



SAQ C4 Question “Which of the following does your school use funds raised by your PTA/PTO to support?” _x000D_
_x000D_
InstResp “Please include programs run by the school and those run by outside groups. _x000D_
_x000D_
Select all that apply.”_x000D_
----_x000D_
1. Out of school time programming_x000D_
2. Student tutoring_x000D_
3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)_x000D_
4. Arts instruction (musical, visual, dance, dramatic arts)_x000D_
5. Field trips_x000D_
6. Workshops and other services for parents and caregivers_x000D_
7. None of the above_x000D_
91. Other (Please specify):_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6 FCS060 Question “Which of the following does your school use funds raised by your PTA/PTO to support?”

InstResp “Please include programs run by the school and those run by outside groups.

Select all that apply.”
----
1. Out of school time programming
2. Student tutoring
3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)
4. Arts instruction (musical, visual, dance, dramatic arts)
5. Field trips
6. Workshops and other services for parents and caregivers
7. None of the above
91. Other
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6

Yes Revised to be consistent with SK
SAQ C4os
Other specify for parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6




Yes
Dropped to be consistent with SK
SAQ C5 Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Limits on contributions of school parent teacher organizations

SA-RQ6 FCS070 Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Limits on contributions of school parent teacher organizations

SA-RQ6



SAQ C6a Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_
_x000D_
Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_
----_x000D_
1. Less than once a month or never_x000D_
2. Once a month_x000D_
3. Several times a month_x000D_
4. Once a week_x000D_
5. More than once a week_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6 FCS080A Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_
_x000D_
Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_
----_x000D_
1. Less than once a month or never_x000D_
2. Once a month_x000D_
3. Several times a month_x000D_
4. Once a week_x000D_
5. More than once a week_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6



SAQ C6b Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_
----_x000D_
1. Less than once a month or never_x000D_
2. Once a month_x000D_
3. Several times a month_x000D_
4. Once a week_x000D_
5. More than once a week_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6 FCS080B Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_
----_x000D_
1. Less than once a month or never_x000D_
2. Once a month_x000D_
3. Several times a month_x000D_
4. Once a week_x000D_
5. More than once a week_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6



SAQ C7 Question “During this school year, has your school used an online tool or website that is available to the general public and that parents can access without a login or password?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6




Yes
Drop item based on field test report
SAQ C8 Question “During this school year, has your school (or any teacher) used an online tool or website that parents can only access with a login and password to get information about their child, the child’s class, or the school?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6




Yes
Drop item based on field test report
SAQ C9 Question “Which of the following types of information are provided in the online tool or website that parents can only access with a login and password?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Classroom-specific assignments, including homework_x000D_
2. Child- or parent-specific information, such as progress reports between grading periods_x000D_
3. None of the above_x000D_
91. Other (Please specify):_x000D_
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6




Yes
Drop item based on field test report
SAQ C9os
Other specify for communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences SA-RQ6




Yes
Drop item based on field test report
SAQ C10a Question “Please indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_
_x000D_
Parents are actively involved in this school’s programs.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9
FCS090A Question “Please indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_
_x000D_
Parents are actively involved in this school’s programs.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9




SAQ C10b Question “The community served by this school is supportive of its goals and activities.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9
FCS090B Question “The community served by this school is supportive of its goals and activities.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9




SAQ C10c Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9
FCS090C Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
Parent involvement (e.g., volunteering, attending school events, and PTA) SA-RQ6
SA-RQ9




SAQ C11a Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_
_x000D_
Tensions based on racial, ethnic, or religious differences"_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100A Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_
_x000D_
Tensions based on racial, ethnic, or religious differences"_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11b Question “Tensions based on economic differences”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100B Question “Tensions based on economic differences”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11c Question “Selling or using drugs or excessive drinking in public”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100C Question “Selling or using drugs or excessive drinking in public”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11d Question “Gangs”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100D Question “Gangs”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11e Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_
_x000D_
Vacant houses and buildings”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100E Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_
_x000D_
Vacant houses and buildings”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11f Question “Violence in the neighborhood”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100F Question “Violence in the neighborhood”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11g Question “Crime in the neighborhood”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100G Question “Crime in the neighborhood”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C11h Question “Opioid addiction”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10
FCS100H Question “Opioid addiction”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Big problem_x000D_
2. Somewhat of a problem_x000D_
3. Not a problem_x000D_
DON'T KNOW
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) SA-RQ9
SA-RQ10




SAQ C12a Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_
_x000D_
Children bring weapons to school.”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110A Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_
_x000D_
Children bring weapons to school.”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12b Question “Theft”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110B Question “Theft”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12c Question “Physical conflicts among students”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110C Question “Physical conflicts among students”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12d Question “Children bringing in or using alcohol at school”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110D Question “Children bringing in or using alcohol at school”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12e Question “Children bringing in or using illegal drugs at school”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110E Question “Children bringing in or using illegal drugs at school”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12f Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_
_x000D_
Vandalism of school property”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110F Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_
_x000D_
Vandalism of school property”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12g Question “Student bullying”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110G Question “Student bullying”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12h Question “Widespread disorder in classrooms”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110H Question “Widespread disorder in classrooms”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C12i Question “Class cutting”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10 FCS110I Question “Class cutting”_x000D_
----_x000D_
1. Never happens_x000D_
2. Happens on occasion_x000D_
3. Happens at least once a month_x000D_
4. Happens at least once a week_x000D_
5. Happens daily_x000D_
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) SA-RQ10



SAQ C13 Question “Which of the following emergency procedures have your students been drilled on during this school year?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Evacuation_x000D_
2. Lockdown_x000D_
3. Shelter in place_x000D_
4. None of the above_x000D_
91. Other (Please specify):_x000D_
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10 FCS130 Question “Which of the following emergency procedures have your students been drilled on during this school year?”

InstResp “Select all that apply.”
----
1. Evacuation (for example, fire drill)
2. Shelter in place (for example, used during severe weather, such as a tornado drill, or other environmental threats)
3. Lockdown (for example, live active shooter drill)
4. Lockout (for example, due to criminal activity in the neighborhood)
5. None of the above
91. Other (Please specify):
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10

Yes Revised to be consistent with SK
SAQ C13OS
Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10 FCS130OS Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10



SAQ C14a Question “During this school year, how many days were school activities disrupted due to implementation of the following emergency procedures (not drills)? _x000D_
_x000D_
Evacuation”_x000D_
_x000D_
InstResp “Enter the number of days.”_x000D_
_x000D_
Pre-unit “Number of days:”_x000D_
_x000D_
Watermark “Enter Number”
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10 FCS140 Question “During this school year, how many days were school activities disrupted due to emergencies (not drills), such as evacuations, lockdowns, shelter in place, severe weather, or other emergency procedures?"

InstResp “Enter the number of days.”

Pre-unit “Number of days:”

Watermark “Enter Number”
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10

Yes Revised to be consistent with SK
SAQ C14b Question “Lockdown”_x000D_
_x000D_
Pre-unit “Number of days:”_x000D_
_x000D_
Watermark “Enter Number”
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10




Yes
Drop item based on field test report
SAQ C14c Question “Shelter in place”_x000D_
_x000D_
Pre-unit “Number of days:”_x000D_
_x000D_
Watermark “Enter Number”
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10




yes
Drop item based on field test report
SAQ C14d Question “Other emergency procedures {C13OS}”_x000D_
_x000D_
Pre-unit “Number of days:”_x000D_
_x000D_
Watermark “Enter Number”
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10




yes
Drop item based on field test report
SAQ C15 Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Require visitors to sign or check in and wear badges_x000D_
2. Require visitors to present photo ID, which is verified, and used to generate badges_x000D_
3. Control access to school buildings during school hours (for example, locked or monitored doors)_x000D_
4. Require metal detector checks on students every day_x000D_
5. Equip classrooms with locks so that doors can be locked from the inside_x000D_
6. Close the campus for most or all students during lunch_x000D_
7. Use one or more random dog sniffs to check for drugs_x000D_
8. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs_x000D_
9. Require students to wear uniforms_x000D_
10. Enforce a strict dress code_x000D_
11. Provide school lockers to students_x000D_
12. Require clear book bags or ban book bags on school grounds_x000D_
13. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident_x000D_
14. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box)_x000D_
15. Require students to wear badges or picture IDs_x000D_
16. Require faculty and staff to wear badges or picture IDs_x000D_
17. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds)_x000D_
18. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways)_x000D_
19. Provide telephones in most classrooms_x000D_
20. Provide two-way radios to any staff_x000D_
21. Use of security guards, unarmed_x000D_
22. Use of security guards, armed_x000D_
23. None of the above_x000D_
91. Other (Please specify):_x000D_
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10 FCS120 Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?”

InstResp “Select all that apply.”
----
1. Require visitors to sign or check in and wear badges
2. Require visitors to present photo ID, which is verified, and used to generate badges
3. Require students to wear badges or picture IDs
4. Require faculty and staff to wear badge or picture IDs
5. Control access to school buildings during school hours (for example, locked or monitored doors)
6. Close the campus for most or all students during lunch
7. Require students to wear uniforms
8. Enforce a strict dress code
9. Provide school lockers to students
10. Require clear book bags or ban book bags on school grounds
11. Require metal detector checks on students every day
12. Use one or more random dog sniff to check for drugs
13. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs
14. Equip classrooms with locks so that doors can be locked from the inside
15. Provide telephones in most classrooms
16. Provide two-way radio to any staff
17. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box)
18. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident
19. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds)
20. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways)
21. Use of security guards, unarmed
22. Use of security guards, armed
23. None of the above
91. Other
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) SA-RQ10

Yes Revised to be consistent with SK
SAQ C15os
Other specify for school-safety measures and drills SA-RQ10




yes
Drop to be consistent with SK
SAQ C16 Question “Does your school implement any of the following policies and practices related to technology use?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Policy prohibiting student use of cell phones and text messaging devices during school hours_x000D_
2. Policy limiting student access to social media (network and computers)_x000D_
3. Practice of web-based instruction_x000D_
4. Practice of blended learning_x000D_
5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student_x000D_
6. Policy limiting amount of screen time students experience in class_x000D_
7. None of the above_x000D_
91. Other (Please specify):_x000D_
School policy regarding technology use SA-RQ3 FCS150 Question “Does your school implement any of the following policies and practices related to technology use?”

InstResp “Select all that apply.”
----
1. Policy prohibiting student use of cell phones and text messaging devices during school hours
2. Policy limiting student access to social media (network and computers)
3. Practice of web-based instruction
4. Practice of blended learning
5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student
6. Policy limiting amount of screen time students experience in class
7. None of the above

School policy regarding technology use SA-RQ3

Yes Revised to be consistent with SK
SAQ C16OS
Other specify for school policy regarding technology use SA-RQ3




yes
Drop to be consistent with SK
SAQ C17a Question “To what extent is each of the following a problem in this school? _x000D_
_x000D_
Student tardiness”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCS170A Question “To what extent is each of the following a problem in this school? _x000D_
_x000D_
Student tardiness”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10



SAQ C17b Question “Student absenteeism”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCS170B Question “Student absenteeism”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10



SAQ C17c Question “Student aggressive or disruptive behavior”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCF170C Question “Student aggressive or disruptive behavior”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10



SAQ C17d Question “Teacher absenteeism”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCS170D Question “Teacher absenteeism”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10



SAQ C17e Question “Teacher turnover”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCS170E Question “Teacher turnover”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10



SAQ C17f Question “Overcrowding”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10 FCS170F Question “Overcrowding”_x000D_
----_x000D_
1. Serious problem_x000D_
2. Moderate problem_x000D_
3. Minor problem_x000D_
4. Not a problem_x000D_
School climate SA-RQ10








FCS170G Question “To what extent is each of the following a problem in this school?

Student mobility”
----
1. Serious problem
2. Moderate problem
3. Minor problem
4. Not a problem
School climate SA-RQ10 yes

Added





FCS170H Question “Declining enrollment”
----
1. Serious problem
2. Moderate problem
3. Minor problem
4. Not a problem
School climate SA-RQ10 yes

Interest in issues affecting schools





FCS170I Question “Number of students receiving free or reduced-price lunch”
----
1. Serious problem
2. Moderate problem
3. Minor problem
4. Not a problem
School climate SA-RQ10 yes

Interest in issues affecting schools





FCS170J Question “Teacher vacancies”
----
1. Serious problem
2. Moderate problem
3. Minor problem
4. Not a problem
School climate SA-RQ10 yes

Interest in teacher related issues affecting schools





FCS170K Question “Filling teaching positions with fully certified teachers”
----
1. Serious problem
2. Moderate problem
3. Minor problem
4. Not a problem
School climate SA-RQ10 yes

Interest in teacher related issues affecting schools
SAQ C18a Question “During the past year, to what extent did any of the following changes occur at your school? _x000D_
_x000D_
Funding levels decreased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18b Question “Enrollment increased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18c Question “Enrollment decreased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18d Question “The number of students receiving free or reduced-price lunch increased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18e Question “Student mobility increased (that is, the number of students transferring in and out of the school increased)”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18f Question “There has been a reduction in staffing”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18g Question “{Continued} During the past year, to what extent did any of the following changes occur at your school? _x000D_
_x000D_
Class sizes increased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18h Question “Class sizes decreased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18i Question “Salaries increased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18j Question “Salaries decreased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C18k Question “Number of English language learners (ELL) increased”_x000D_
----_x000D_
1. Not at all_x000D_
2. Small extent_x000D_
3. Moderate extent_x000D_
4. Large extent_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C19 Question “During the past year, were changes made to your school’s assigned attendance area?"_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) SA-RQ10




Yes
Drop item based on field test report
SAQ C20 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School-Family-Community Connections section.”_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ C20OS
Other specify for Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ G2a Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_
2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_
3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_
4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_
5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_
6. None of the above_x000D_
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10
FCS200 Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”

InstResp “Select all that apply.”
----
1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction
2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction
3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports
4. A school staff member who supports teachers in collecting, organizing, and managing assessment data
5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction
6. A paraprofessional or teacher assistant (that is, an additional staffer beyond the classroom teacher(s)) designated to each first-grade classroom
7. None of the above
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10




SAQ CSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA FCS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ C21 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA FCS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ D0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA SPS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ D1 Question “During this school year, have any of the following programs been implemented at this school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Multi-Tiered System of Support (MTSS)_x000D_
2. Social-Emotional Learning (SEL) program_x000D_
3. Positive Behavior Interventions and Supports (PBIS)_x000D_
4. Violence prevention program_x000D_
5. School climate and community program_x000D_
6. None of the above_x000D_
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) SA-RQ7
SA-RQ12
SPS030 Question “The next section asks about your school's policies and practices in specific areas. During this school year, have any of the following programs been implemented at this school?”

InstResp “Select all that apply.”
----
1. Multi-Tiered System of Support (MTSS)
2. Social-Emotional Learning (SEL) program
3. Positive Behavior Interventions and Supports (PBIS)
4. Violence prevention program
5. School climate and community program
6. Restorative justice program
7. None of the above
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) SA-RQ7
SA-RQ12


Yes Revised to be consistent with SK
SAQ D2 Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Children can be retained in kindergarten._x000D_
2. Children can be promoted in kindergarten._x000D_
3. This school has a formal retention policy._x000D_
4. This school has a formal promotion policy._x000D_
5. None of the above_x000D_
Retention policies and practices SA-RQ3




Yes
Drop item based on field test report
SAQ D3 Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity)._x000D_
2. Kindergartners can be retained at the request of their parents._x000D_
3. Kindergartners can be retained due to academic deficiencies (for example, below grade level)._x000D_
4. Kindergartners can be retained due to failing a schoolwide standardized test._x000D_
5. Kindergartners can be retained more than once in each grade._x000D_
6. Kindergartners can be retained without parents’ permission._x000D_
7. Kindergartners with disabilities can be retained._x000D_
8. None of the above_x000D_
Retention policies and practices SA-RQ3




Yes
dropped this item is not needed for new schools
SAQ D4 Question “How many kindergarten children were retained last school year?”

Watermark “Enter number”
Retention policies and practices SA-RQ3 SPS060 Question “How many kindergarten children were retained last school year?”_x000D_
_x000D_
Watermark “Enter number”
Retention policies and practices SA-RQ3



SAQ D5 Question “How many first-grade children were retained last school year?”_x000D_
_x000D_
Watermark “Enter number”
Retention policies and practices SA-RQ3 SPS065 Question “How many first-grade children were retained last school year?”

Watermark “Enter number”
Retention policies and practices SA-RQ3



SAQ D6 Question “During this school year, were any children in your school assigned in-school or out of school suspension?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3







SAQ D7a Question “During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_
_x000D_
Male”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3 SPS080A Question “During this school year, how many children were assigned in-school or out of school suspension?"

Number of children assigned in-school or out of school suspension in all grades?”

Watermark “Enter number”
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3

Yes Revised to be consistent with SK
SAQ D7b Question “Female”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3 SPS080B Question “Number of children enrolled in first grade assigned in-school or out of school suspension”

Watermark “Enter number”
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3

Yes Revised to be consistent with SK
SAQ D7c Question “Another gender”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3





Yes Revised to be consistent with SK
SAQ D7d Question “Unknown gender”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3





Yes Revised to be consistent with SK
SAQ D7e Question “English language learners”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7f Question “Students with disabilities”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7g Question “{Continued} During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7h Question “American Indian or Alaska Native, non-Hispanic”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7i Question “Asian, non-Hispanic”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7j Question “Black or African American, non-Hispanic”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7k Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7l Question “White, non-Hispanic”_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D7m Question “Two or more races, non-Hispanic"_x000D_
----_x000D_
1. None_x000D_
2. A few_x000D_
3. A quarter_x000D_
4. About half_x000D_
5. More than half_x000D_
6. All or almost all_x000D_
7. Not applicable - Student type not at this school_x000D_
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3




Yes
Drop item based on field test report
SAQ D8a Question “For each of the following statements about reading and math, indicate how strongly you agree or disagree. _x000D_
_x000D_
This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3 SPS200A Question “For each of the following statements about reading and math, indicate how strongly you agree or disagree. _x000D_
_x000D_
This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) SA-RQ3



SAQ D8b Question “At this school, we use data from screening tests to determine if core instruction in reading is meeting the needs of most of our students.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12
SPS200B Question “At this school, we use data from screening tests to determine if core instruction in reading is meeting the needs of most of our students.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12




SAQ D8c Question “This school has a set of clear, predetermined grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12
SPS200C Question “This school has a set of clear, predetermined grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12




SAQ D8d Question “At this school, we use data from screening tests to determine if core instruction in math is meeting the needs of most of our students.”_x000D_
_x000D_
SaVisible "True"._x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12
SPS200D Question “At this school, we use data from screening tests to determine if core instruction in math is meeting the needs of most of our students.”

SaVisible "True".
----
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
DON'T KNOW
Use of benchmarks and screeening tests in reading and math SA-RQ1
SA-RQ12




SAQ D9 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Policies and Practices section.”_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ D9OS
Other specify for Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ DSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA PPS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ D10 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA PPS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ E0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA
Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ E1 Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Referrals to shelter or safe housing_x000D_
2. Crisis intervention services_x000D_
3. Access to showers, toiletries, and hygiene supplies_x000D_
4. Access to laundry_x000D_
5. Food for students outside of school day_x000D_
6. Not applicable – This school did not provide any of the services listed above_x000D_
91. Other (Please specify):_x000D_
Services provided to students experiencing homelessness or housing insecurity SA-RQ3
SA-RQ7






Yes Revised to be consistent with SK
SAQ E1OS
Other specify for services provided to students experiencing homelessness or housing insecurity SA-RQ3
SA-RQ7





Yes
Dropped to be consistent with SK
SAQ E2 Question “Do any of the children in this school come from a home where a language other than English is spoken?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3
SA-RQ8








SAQ E3a Question “What percentage of children in this school and in first grade are English language learners (ELL)?_x000D_
_x000D_
ELL among all students in school_x000D_
_x000D_
Pre-unit “Percent ELL”_x000D_
_x000D_
Watermark “Enter percentage”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3
SA-RQ8
PPS030A Question “The next section contains questions about your school’s programs for particular populations.

What percentage of children in this school and in first grade are English language learners (ELL)?

ELL among all students in school

Pre-unit “Percent ELL”

Watermark “Enter percentage”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3
SA-RQ8




SAQ E3b Question “ELL among students in first grade”_x000D_
_x000D_
Pre-unit “Percent ELL”_x000D_
_x000D_
Watermark “Enter percentage”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3
SA-RQ8
PPS030B Question “ELL among students in first grade”_x000D_
_x000D_
Pre-unit “Percent ELL”_x000D_
_x000D_
Watermark “Enter percentage”
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities SA-RQ3
SA-RQ8




SAQ E4a Question “What percentage of first-grade children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_
_x000D_
Percent receiving ESL instruction_x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
InstResp: Enter "0" if instruction is not provided or if instruction is provided but no first-grade students receive the instruction._x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040A Question “What percentage of first-grade children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_
_x000D_
Percent receiving ESL instruction_x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
InstResp: Enter "0" if instruction is not provided or if instruction is provided but no first-grade students receive the instruction._x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E4b Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040B Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E4c Question “Percent receiving bilingual instruction _x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040C Question “Percent receiving bilingual instruction _x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E4d Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040D Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E4e Question “Percent receiving dual-language instruction_x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040E Question “Percent receiving dual-language instruction_x000D_
_x000D_
In regular classroom”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E4f Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12
PPS040F Question “In pull-out setting”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ1
SA-RQ7
SA-RQ12




SAQ E5 Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language_x000D_
2. Translation of written communications are provided to these families_x000D_
3. Home visits are made to families of these children_x000D_
4. An outreach worker assists in enrolling these children when first entering school_x000D_
5. The school conducts special parent meetings for families from a non-English background_x000D_
6. None of the above_x000D_
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) SA-RQ8







SAQ E6a Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?”_x000D_
_x000D_
Pre-unit “Number of students”_x000D_
_x000D_
Watermark “Enter number”
Identification of students for special education services SA-RQ4 PPS045 Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?”

Pre-unit “Number of students”

Watermark “Enter number”
Identification of students for special education services SA-RQ4



SAQ E6b Question “Of those students who have been newly evaluated at your school this school year, how many were found eligible for an IEP, including those who may have an IEP for speech only?”_x000D_
_x000D_
Pre-unit “Number of students”_x000D_
_x000D_
Watermark “Enter number”
Identification of students for special education services SA-RQ4 PPS046 Question “Of those students who have been newly evaluated at your school this school year, how many were found eligible for an IEP, including those who may have an IEP for speech only?”

Pre-unit “Number of students”

Watermark “Enter number”
Identification of students for special education services SA-RQ4



SAQ E7 Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Individualized Education Program (IEP)_x000D_
2. 504 plans based on section 504 of the Rehabilitation Act_x000D_
3. Neither of these_x000D_
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS060 Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Individualized Education Program (IEP)_x000D_
2. 504 plans based on section 504 of the Rehabilitation Act_x000D_
3. Neither of these_x000D_
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E8a Question “Approximately what percentage of your first graders is in each of the following instructional programs?”_x000D_
_x000D_
Special education (with Individualized Education Program (IEP))”_x000D_
_x000D_
InstResp “Enter percent”_x000D_
_x000D_
“Not offered in first grade”_x000D_
_x000D_
“Not offered in any grade”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS070A Question “Approximately what percentage of your first graders is in each of the following instructional programs?”

Special education (with Individualized Education Program (IEP))”

“Not offered in first grade”

“Not offered in any grade”

Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E8b Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_
_x000D_
Accommodations through a 504 plan”_x000D_
_x000D_
{InstResp “Enter percent”}_x000D_
_x000D_
“Not offered in first grade”_x000D_
_x000D_
“Not offered in any grade”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS070B Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}

Accommodations through a 504 plan”

“Not offered in first grade”

“Not offered in any grade”

Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E8c Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_
_x000D_
Reading instruction for students performing below grade level in reading”_x000D_
_x000D_
{InstResp “Enter percent”}_x000D_
_x000D_
“Not offered in first grade”_x000D_
_x000D_
“Not offered in any grade”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS070C Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}

Reading instruction for students performing below grade level in reading”

“Not offered in first grade”

“Not offered in any grade”

Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E8d Question “Math instruction for students performing below grade level in math”_x000D_
_x000D_
InstResp "Enter percent" _x000D_
_x000D_
“Not offered in first grade”_x000D_
_x000D_
“Not offered in any grade”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS070D Question “Math instruction for students performing below grade level in math”

“Not offered in first grade”

“Not offered in any grade”

Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E8e Question “A gifted and talented program”_x000D_
_x000D_
InstResp "Enter percent" _x000D_
_x000D_
“Not offered in first grade”_x000D_
_x000D_
“Not offered in any grade”_x000D_
_x000D_
Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12
PPS070E Question “A gifted and talented program”

“Not offered in first grade”

“Not offered in any grade”

Watermark “Enter percent”
Delivery of special education and related services to children with disabilities SA-RQ3
SA-RQ12




SAQ E9 Question “How are students identified for special education programs at this school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Universal screening_x000D_
2. Teacher referral_x000D_
3. None of the above_x000D_
91. Other (Please specify):_x000D_
Identification of students for special education services SA-RQ4 PPS100 Question “How are students identified for special education programs at this school?”

InstResp “Select all that apply.”
----
1. Universal screening
2. Teacher referral
3. Parent referral
4. None of the above
5. Students are not identified for special educaiton programs at this school

Identification of students for special education services SA-RQ4

Yes Revised to be consistent with SK
SAQ E9OS
Other specify for identification of students for special education services SA-RQ4




Yes
dropped to be consistent with SK
SAQ E10 Question “How are students identified for gifted and talented programs at this school?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Universal screening_x000D_
2. Teacher referral_x000D_
3. None of the above_x000D_
91. Other (Please specify):_x000D_
Identification of students for gifted and talented program SA-RQ4 PPS090 Question “How are students identified for gifted and talented programs at this school?”

InstResp “Select all that apply.”
----
1. Universal screening
2. Teacher referral
3. Parent referral
4. None of the above
5. Not applicable - gifted and talented program not available

Identification of students for gifted and talented program SA-RQ4

Yes Revised to be consistent with SK
SAQ E10OS
Other specify for identification of students for gifted and talented program SA-RQ3




Yes
dropped to be consistent with SK
SAQ E11 Question “What method(s) are used in your school to determine special education eligibility for students with learning disabilities?”_x000D_
_x000D_
InstResp: “Select all that apply.”_x000D_
----_x000D_
1. IQ-achievement discrepancy model which shows whether there is a discrepancy between expected performance and actual performance_x000D_
2. Response to Intervention (RtI) model_x000D_
91. Other (Please specify):_x000D_
Idetnfication of students for special eduction SA-RQ4 PPS150 Question “What method(s) are used in your school to determine special education eligibility for students with learning disabilities?”_x000D_
_x000D_
InstResp: “Select all that apply.”_x000D_
----_x000D_
1. IQ-achievement discrepancy model which shows whether there is a discrepancy between expected performance and actual performance_x000D_
2. Response to Intervention (RtI) model_x000D_
91. Other (Please specify):_x000D_
Idetnfication of students for special eduction SA-RQ4



SAQ E11OS
Other specify for idetnfication of students for special eduction SA-RQ3 PPS150OS
Other specify for idetnfication of students for special eduction SA-RQ3



SAQ E12 Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_
----_x000D_
1. Children with IEPs are not served in this school._x000D_
2. Children with IEPs typically spend most of their day in separate classes._x000D_
3. Children with IEPs typically spend most of their day in the regular classroom._x000D_
Delivery of special education and related services to children with disabilities SA-RQ1
SA-RQ3
SA-RQ12
PPS110 Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_
----_x000D_
1. Children with IEPs are not served in this school._x000D_
2. Children with IEPs typically spend most of their day in separate classes._x000D_
3. Children with IEPs typically spend most of their day in the regular classroom._x000D_
Delivery of special education and related services to children with disabilities SA-RQ1
SA-RQ3
SA-RQ12




SAQ E13 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Programs for Particular Populations section.”_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
Drop item based on field test report
SAQ E13OS
Other specify for Principal's years in the role of principal SA-RQ13




yes
Drop item based on field test report
SAQ ESTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA PPS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ E14 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA PPS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ F0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA FPS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ F1a Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_
----_x000D_
1. Public_x000D_
2. Private_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3 FPS010A Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_
----_x000D_
1. Public_x000D_
2. Private_x000D_
School type (public/private; affiliation; grades; magnet; etc.) SA-RQ3



SAQ F1b Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_
_x000D_
Did your school receive Federal Title I funds for this school year?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable_x000D_
Receipt of Title I and Title III funding SA-RQ1 FPS010B Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_
_x000D_
Did your school receive Federal Title I funds for this school year?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
3. Not applicable_x000D_
Receipt of Title I and Title III funding SA-RQ1



SAQ F2 Question “Is your school operating a Title I targeted assistance or schoolwide program?”_x000D_
----_x000D_
1. Targeted assistance program_x000D_
2. Schoolwide program_x000D_
Services and programs/ Title I, including services for kindergartners SA-RQ1
SA-RQ2
FPS020 Question “Is your school operating a Title I targeted assistance or schoolwide program?”
----
1. Targeted assistance program
2. Schoolwide program
3. Not operating a Title 1 program
Services and programs/ Title I, including services for kindergartners SA-RQ1
SA-RQ2


Yes Revised to be consistent with SK
SAQ F3 Question “Does your school use Title I funds for any of the following purposes?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. To serve children in a pull-out setting_x000D_
2. To serve children in an in-class setting_x000D_
3. To reduce class size_x000D_
4. To provide extended time learning opportunities before and/or after school for children_x000D_
5. To provide professional development activities_x000D_
6. To provide family literacy services_x000D_
7. To provide summer learning opportunities_x000D_
8. None of the above_x000D_
Services and programs/ Title I, including services for kindergartners SA-RQ1
SA-RQ2
FPS040 Question “Does your school use Title I funds for any of the following purposes?”

InstResp “Select all that apply.”
----
1. To serve children in a pull-out setting
2. To serve children in an in-class setting
3. To reduce class size
4. To provide extended time learning opportunities before and/or after school for children
5. To provide professional development activities
6. To provide family literacy services
7. To provide summer learning opportunities
8. To progive programs or services for infants and toddlers (e.g., playgroups)
9. To provide prekindergarten for children ages 3 and 4
10. None of the above
Services and programs/ Title I, including services for kindergartners SA-RQ1
SA-RQ2


Yes Revised to be consistent with SK
SAQ F4 Question “Did your school receive Federal Title III funds for this school year?”_x000D_
_x000D_
InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receipt of Title I and Title III funding SA-RQ1
SA-RQ2
FPS050 Question “Did your school receive Federal Title III funds for this school year?”_x000D_
_x000D_
InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Receipt of Title I and Title III funding SA-RQ1
SA-RQ2




SAQ F5 Question “Does your school use Title III funds for any of the following purposes?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. To serve children in a pull-out setting for second language instruction_x000D_
2. To serve children in an in-class setting for second language instruction_x000D_
3. To provide extended time learning opportunities before and/or after school for children_x000D_
4. To improve the entire educational program through a schoolwide program_x000D_
5. To provide professional development activities for teachers who serve English language learners_x000D_
6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_
7. To provide summer learning opportunities_x000D_
8. To provide student support in the student's home language for second language instruction_x000D_
9. None of the above_x000D_
Services and programs/ Title III, including services for kindergartners SA-RQ1
SA-RQ2
FPS060 Question “Does your school use Title III funds for any of the following purposes?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. To serve children in a pull-out setting for second language instruction_x000D_
2. To serve children in an in-class setting for second language instruction_x000D_
3. To provide extended time learning opportunities before and/or after school for children_x000D_
4. To improve the entire educational program through a schoolwide program_x000D_
5. To provide professional development activities for teachers who serve English language learners_x000D_
6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_
7. To provide summer learning opportunities_x000D_
8. To provide student support in the student's home language for second language instruction_x000D_
9. None of the above_x000D_
Services and programs/ Title III, including services for kindergartners SA-RQ1
SA-RQ2




SAQ F6 Question “The next items address federal requirements. At the end of the LAST school year (2021-2022), what was this school’s status?”_x000D_
----_x000D_
1. Unclassified_x000D_
2. Comprehensive improvement_x000D_
3. Targeted support_x000D_
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) SA-RQ1 FPS080 Question “The next items address federal requirements. At the end of the LAST school year (2023-2024), what was this school’s status?”
----
1. Unclassified
2. Comprehensive improvement
3. Targeted support
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) SA-RQ1

Yes Changed school year
SAQ F7a Question “Which of the following actions has this school taken, in response to the need for improvement?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Developed or revised a two-year school improvement plan_x000D_
2. Offered students the choice to transfer to another public school_x000D_
3. Offered supplemental educational services to students from low-income families_x000D_
4. Replaced school staff_x000D_
5. Implemented a new curriculum based on scientifically based research_x000D_
6. Extended the school day or school year_x000D_
7. Appointed an outside expert to advise the school on its progress_x000D_
8. Reorganized the school internally_x000D_
9. None of the above_x000D_
91. Other (Please specify):_x000D_
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) SA-RQ1 FPS090 Question “Which of the following actions has this school taken in response to the need for improvement?”

InstResp “Select all that apply.”
----
1. Developed or revised a two-year school improvement plan
2. Offered students the choice to transfer to another public school
3. Offered direct student services to students from low-income families not otherwise available at a student's school. For example, enrollment and participation in academic course, credit recovery, academic acceleration, or other personalization of learning
4. Replaced school staff
5. Implemented a new curriculum based on scientifically based research
6. Extended the school day or school year
7. Appointed an outside expert to advise the school on its progress
8. Reorganized the school internally
9. None of the above

School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) SA-RQ1

Yes Revised to be consistent with SK
SAQ F7aOS
Other specify for school status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) SA-RQ1




Yes
Dropped to be consistent with SK
SAQ F7b Question “This set of questions is about grade 3 students. Does this school have grade 3 students?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3 FPS100Box Question “Select here if grade 3 is not offered at this school."

State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3

Yes Revised to be consistent with SK
SAQ F8a Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2021-22) scored “proficient” or above in the following subjects?

Reading or verbal skills”

Pre-unit “Percentage:”

Watermark: “Enter percentage”

InstResp “If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3 FPS100A Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2023-24) scored “proficient” or above in the following subjects?

Reading or verbal skills”

Pre-unit “Percentage:”

Watermark: “Enter percentage”

InstResp “Enter percentage. If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3

Yes Revised to be consistent with SK
SAQ F8b Question “Mathematics or quantitative skills”_x000D_
_x000D_
Pre-unit “Percentage:”_x000D_
_x000D_
Watermark: “Enter percentage”_x000D_
_x000D_
InstResp “If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3 FPS100B Question “Mathematics or quantitative skills”

Pre-unit “Percentage:”

Watermark: “Enter percentage”

InstResp “Enter percentage. If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3

Yes Revised to be consistent with SK
SAQ F8c Question “Science”_x000D_
_x000D_
Pre-unit “Percentage:”_x000D_
_x000D_
Watermark: “Enter percentage”_x000D_
_x000D_
InstResp “If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3 FPS100C Question “Science”

Pre-unit “Percentage:”

Watermark: “Enter percentage”

InstResp “Enter percentage. If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3

Yes Revised to be consistent with SK
SAQ F8d Question “English language proficiency for English language learners (ELL)”_x000D_
_x000D_
Pre-unit “Percentage:”_x000D_
_x000D_
Watermark: “Enter percentage”_x000D_
_x000D_
InstResp “If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3 FPS100D Question “English language proficiency for English language learners (ELL)”

Pre-unit “Percentage:”

Watermark: “Enter percentage”

InstResp “Enter percentage. If not applicable, enter “0.””
State assessment data (e.g. percent of students proficient and above in Reading and Math) SA-RQ3

Yes revised to be consistent with SK
SAQ F9 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Federal Programs section.”_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




Yes
dropped based on field test
SAQ F9OS
Other specify for Principal's years in the role of principal SA-RQ13




Yes
dropped based on field test
SAQ FSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA FPS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ F10 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA FPS999 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA



SAQ G0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA







SAQ G1a1 Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories?_x000D_
_x000D_
Regular classroom teachers”_x000D_
_x000D_
InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.””_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1a2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1b1 Question “ESL/bilingual education/language immersion/ELL instruction teachers”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1b2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1c1 Question “Drama, music, or art teachers”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1c2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1d1 Question “Gym/PE or health teachers”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1d2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1e1 Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1e2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1f1 Question “Paraprofessionals (for example, classroom aides)”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1f2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1g1 Question “Teachers of gifted/talented students”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1g2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1h1 Question “{Continued} Approximately how many staff members does your school currently have in the following categories?_x000D_
_x000D_
Reading specialists and interventionists”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1h2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1i1 Question “Math specialists and interventionists”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1i2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1j1 Question “School nurses or health professionals”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1j2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1k1 Question “School psychologists and social workers”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1k2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1l1 Question “Counselors (for example, guidance or academic counselors)”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1l2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1m1 Question “Library media specialists/librarians”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1m2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1n1 Question “Computer/technology teachers or support staff”_x000D_
_x000D_
Pre-unit: “Full time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G1n2 Pre-unit: “Part time:”_x000D_
_x000D_
Watermark: “Enter number”
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10





yes
dropped to reduce burden in favor of another items
SAQ G2a Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_
2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_
3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_
4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_
5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_
6. None of the above_x000D_
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals SA-RA3
SA-RQ10






Yes Revised to be consistent with SK
SAQ G2b Question “Indicate how much you agree or disagree with the following statements about your school and staff._x000D_
_x000D_
InstResp “Mark one response on each row.”_x000D_
_x000D_
There is consensus among administrators and teachers on goals and expectations.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate SA-RQ3
SA-RQ10





Yes
dropped based on field test
SAQ G2c Question “We have an active professional development program for teachers.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate SA-RQ3
SA-RQ10





yes
dropped based on field test
SAQ G2d Question “Teachers are very active in planning staff development activities in this school.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate SA-RQ3
SA-RQ10





yes
dropped based on field test
SAQ G2e Question “There is adequate time for teacher professional development.”_x000D_
----_x000D_
1. Strongly disagree_x000D_
2. Disagree_x000D_
3. Neither agree nor disagree_x000D_
4. Agree_x000D_
5. Strongly agree_x000D_
School climate SA-RQ3
SA-RQ10





yes
dropped based on field test
SAQ G3a1 Question “What percentage of your part–time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups?_x000D_
_x000D_
Hispanic or Latino/Latina of any race”_x000D_
_x000D_
InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10






yes revised to be consistent with SK
SAQ G3a2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3b1 Question “American Indian or Alaska Native, non-Hispanic”_x000D_
_x000D_
InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3b2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3c1 Question “Asian, non-Hispanic”_x000D_
_x000D_
InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3c2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3d1 Question “Black or African American, non-Hispanic”_x000D_
_x000D_
InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3d2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3e1 Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3e2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3f1 Question “White, non-Hispanic”_x000D_
_x000D_
Pre-unit: “Number:”_x000D_
_x000D_
Watermark: “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3f2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3g1 Question “Two or more races, non-Hispanic”_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G3g2 Question “or” _x000D_
_x000D_
Pre-unit: “Percent:”_x000D_
_x000D_
Watermark: “Enter percent”
The racial and ethnic composition of teaching staff SA-RA3
SA-RQ10








SAQ G4 Question “Are monetary incentives such as cash bonuses, salary increases, or different steps on the salary schedule used in your school to reward teachers for…”_x000D_
_x000D_
InstResp “Select all that apply”_x000D_
----_x000D_
1. Improved performance on state tests?_x000D_
2. Reaching target goals on state tests?_x000D_
Teacher compensation (base salary range, average starting salary, and monetary incentives) SA-RA3
SA-RQ10





yes
dropped based on field test
SAQ G5a Question “Please indicate the number of regular classroom teachers who have joined or left your school since the start of the school year. _x000D_
_x000D_
Number of regular classroom teachers who have started teaching in your school since the start of the school year?"_x000D_
_x000D_
InstResp “Enter in the approximate numbers. If no teachers have left or started your school during the school year, enter “0.””_x000D_
_x000D_
Pre-unit “Number:”_x000D_
_x000D_
Watermark “Enter number”
Teacher mobility SA-RQ10




yes
dropped based on field test
SAQ G5b Question “Number of regular classroom teachers who have left your school since the start of the school year, and have not returned?”_x000D_
_x000D_
Watermark “Enter number”
Teacher mobility SA-RQ10




yes
dropped based on field test
SAQ G5c Question “Number of regular classroom teachers for whom this school year is their first year of teaching?”_x000D_
_x000D_
Watermark “Enter number”
New to teaching SA-RQ3
SA-RQ10





yes
dropped based on field test
SAQ G5d Question “Number of regular classroom teachers for whom this school year is their first year of teaching in this school?”_x000D_
_x000D_
Watermark “Enter number”
New to school SA-RQ3




yes
dropped based on field test
SAQ G6 Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Staffing and Teacher Characteristics section.”_x000D_
_x000D_
InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_
----_x000D_
1. Principal/Administrator_x000D_
2. Vice Principal_x000D_
3. Counselor_x000D_
4. School administrative personnel_x000D_
5. District administrative personnel_x000D_
6. None of the above_x000D_
91. Other (Please specify):_x000D_
Principal's years in the role of principal SA-RQ13




yes
dropped based on field test
SAQ G6OS
Other specify for Principal's years in the role of principal SA-RQ13




yes
dropped based on field test
SAQ GSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA







SAQ G7 Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." Thank you to respondent NA







SAQ H0 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA SAS000 Question “Thank you for launching the ECLS survey! _x000D_
_x000D_
Here are some tips to keep in mind when completing the survey: _x000D_
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_
•Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_
•If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_
•To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_
•Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_
•You may skip any questions that you do not want to answer._x000D_
_x000D_
Please click on the “Next” button below to start the survey.”
Introduction NA



SAQ H1 Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private. _x000D_
_x000D_
What is your gender?”_x000D_
----_x000D_
1. Male_x000D_
2. Female_x000D_
3. Another gender_x000D_
Principal’s gender, age, and race/ethnicity SA-RQ13 SAS010 Question “The next section is designed to be answered only by the school administrator, and is linked to your unique survey profile. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private.

What is your gender?”
----
1. Male
2. Female
3. Another gender
Principal’s gender, age, and race/ethnicity SA-RQ13

yes revised to be consistent with SK
SAQ H2 Question “In what year were you born?”_x000D_
_x000D_
Watermark: “Enter year”
Principal’s gender, age, and race/ethnicity SA-RQ13







SAQ H3 Question “Are you Hispanic or Latino/Latina?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Principal’s gender, age, and race/ethnicity SA-RQ13




Yes
Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.
SAQ H4 Question “Which best describes your race?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. American Indian or Alaska Native_x000D_
2. Asian_x000D_
3. Black or African American_x000D_
4. Native Hawaiian or Other Pacific Islander_x000D_
5. White_x000D_
Principal’s gender, age, and race/ethnicity SA-RQ13 SAS020a Question “What is your race and/or ethnicity?”

InstResp “Select all that apply.”
----
1. American Indian or Alaska Native
2. Asian
3. Black or African American
4. Hispanic or Latino
5. Middle Eastern or North African
6. Native Hawaiian or Pacific Islander
7. White
Principal’s gender, age, and race/ethnicity SA-RQ13

Yes Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020b Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are American Indian or Alaska Native. Please provide details below.

Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.”
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020c Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Asian. Provide details below.

Select all that apply.”

1 Chinese
2 Asian Indian
3 Filipino
4 Vietnamese
5 Korean
6 Japanese
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020cOS Question "Enter, for example, Pakistani, Hmong, Afghan, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020d Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Black or African American. Provide details below. Select all that apply.”

1 African American
2 Jamaican
3 Haitian
4 Nigerian
5 Ethiopian
6 Somali
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020dOS Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020e Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Hispanic or Latino. Provide details below. Select all that apply.”

1 Mexican
2 Puerto Rican
3 Salvadoran
4 Cuban
5 Dominican
6 Guatemalan
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020eOS Question "Enter, for example, Colombian, Honduran, Spaniard, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020f Question “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Middle Eastern or North African. Provide details below. Select all that apply.”

1 Lebanese
2 Iranian
3 Egyptian
4 Syrian
5 Iraqi
6 Israeli
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020fOS Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020g “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.”

1 Native Hawaiian
2 Somoan
3 Chamorro
4 Tongan
5 Fijian
6 Marshallese
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020gOS Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020h “{Next, we will collect detailed information for each race or ethnicity selected.}

You said that you are White. Provide details below. Select all that apply.”

1 English
2 German
3 Irish
4 Italian
5 Polish
6 Scottish
Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.





SAS020hOS Question "Enter, for example, French, Swedish, Norwegian, etc." Principal’s gender, age, and race/ethnicity SA-RQ13 Yes

Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity.
SAQ H5a Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_
_x000D_
Years as a teacher before becoming a school administrator or principal”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13 SAS050A Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_
_x000D_
Years as a teacher before becoming a school administrator or principal”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13



SAQ H5b Question “Total number of years as a school administrator or principal at any school”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13 SAS050B Question “Total number of years as a school administrator or principal at any school”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13



SAQ H5c Question “Number of years as a school administrator or principal at this school”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13 SAS050C Question “Number of years as a school administrator or principal at this school”_x000D_
_x000D_
InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_
_x000D_
Watermark: “Enter years”
Principal’s years in the role of teacher SA-RQ13



SAQ H6 Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Traditional university-based training certification program_x000D_
2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_
3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_
4. State-based training program (for example, New Jersey EXCEL)_x000D_
5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_
6. Another school administration preparation program_x000D_
7. None of the above_x000D_
Principal’s formal education SA-RQ13 SAS060 Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Traditional university-based training certification program_x000D_
2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_
3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_
4. State-based training program (for example, New Jersey EXCEL)_x000D_
5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_
6. Another school administration preparation program_x000D_
7. None of the above_x000D_
Principal’s formal education SA-RQ13



SAQ H7 Question “What is the highest level of education you have completed?”_x000D_
----_x000D_
1. High school diploma or equivalent/GED_x000D_
2. Associate’s degree_x000D_
3. Bachelor’s degree_x000D_
4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_
5. Master’s degree_x000D_
6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_
7. Doctorate or an advanced professional degree beyond a Master's degree (for example, EdD, PhD, JD, or MD)_x000D_
Principal’s formal education SA-RQ13 SAS070 Question “What is the highest level of education you have completed?”_x000D_
----_x000D_
1. High school diploma or equivalent/GED_x000D_
2. Associate’s degree_x000D_
3. Bachelor’s degree_x000D_
4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_
5. Master’s degree_x000D_
6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_
7. Doctorate or an advanced professional degree beyond a Master's degree (for example, EdD, PhD, JD, or MD)_x000D_
Principal’s formal education SA-RQ13



SAQ H8 Question “What was your major field of study in the highest degree you completed?”_x000D_
_x000D_
InstResp “Select all that apply.”_x000D_
----_x000D_
1. Early childhood education_x000D_
2. Elementary education_x000D_
3. Education administration/management_x000D_
4. Special education_x000D_
5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.)_x000D_
6. Non-education major (such as history, English, etc.)_x000D_
7. None of the above_x000D_
Principal’s formal education SA-RQ13 SAS080 Question “What was your major field(s) of study in the highest degree you completed?”

InstResp “Select all that apply.”
----
1. Early childhood education
2. Elementary education
3. Education administration/management
4. Special education
5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.)
6. Non-education major (such as history, English, etc.)
7. None of the above
Principal’s formal education SA-RQ13

yes revised to be consistent with SK
SAQ H9a Question “Please estimate how many hours you spend on average each week on the following activities._x000D_
_x000D_
Working with teachers on instructional issues”_x000D_
_x000D_
InstResp “Enter number of hours.”_x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090A Question “Please estimate how many hours you spend on average each week on the following activities._x000D_
_x000D_
Working with teachers on instructional issues”_x000D_
_x000D_
InstResp “Enter number of hours.”_x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9b Question “Internal school management (weekly calendars, vendors, office, memos, etc, including work with administrative and support staff)” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090B Question “Internal school management (weekly calendars, vendors, office, memos, etc, including work with administrative and support staff)” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9c Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090C Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9d Question “Student attendance” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090D Question “Student attendance” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9e Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090E Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9f Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_
_x000D_
Teaching” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090F Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_
_x000D_
Teaching” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9g Question “Talking and meeting with parents” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090G Question “Talking and meeting with parents” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9h Question “Meeting with students” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090H Question “Meeting with students” _x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H9i Question “Paperwork required by local, state, or federal authorities”_x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13 SAS090I Question “Paperwork required by local, state, or federal authorities”_x000D_
_x000D_
Watermark: “Enter hours”_x000D_
_x000D_
Pre-unit “Enter hours”
Principal’s time allocation SA-RQ13



SAQ H10 Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_
----_x000D_
1. Nearly every child_x000D_
2. 76% or more_x000D_
3. 51% to 75%_x000D_
4. 26% to 50%_x000D_
5. 25% or less_x000D_
Principal’s familiarity with students SA-RQ13 SAS100 Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_
----_x000D_
1. Nearly every child_x000D_
2. 76% or more_x000D_
3. 51% to 75%_x000D_
4. 26% to 50%_x000D_
5. 25% or less_x000D_
Principal’s familiarity with students SA-RQ13



SAQ H11 Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Use of language other than English with students and families SA-RQ13







SAQ H12 Question "Do you speak a language other than English with students’ families whose native language is not English?”_x000D_
----_x000D_
1. Yes_x000D_
2. No_x000D_
Use of language other than English with students and families SA-RQ8
SA-RQ13








SAQ H13 Question "What language(s) other than English do you speak with students at your school or with their families?”_x000D_
_x000D_
InstResp: “Select all that apply.”_x000D_
----_x000D_
1. Spanish_x000D_
2. A European language other than Spanish such as French, German, or Russian_x000D_
3. A Chinese language or dialect_x000D_
4. A Filipino language_x000D_
5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_
6. A South Asian language such as Hindi or Tamil_x000D_
7. Another Asian language such as Japanese or Korean_x000D_
8. A Middle Eastern language such as Arabic or Farsi_x000D_
9. An African language such as Swahili or Amharic_x000D_
10. None of the above_x000D_
91. Other language (Please specify):_x000D_
Use of language other than English with students and families SA-RQ8
SA-RQ13
SAS130 Question "What language(s) other than English do you speak with students at your school or with their families?”

InstResp: “Select all that apply.”
----
1. Spanish
2. A European language other than Spanish such as French, German, or Russian
3. A Chinese language or dialect
4. A Filipino language
5. A Southeast Asian language such as Vietnamese, Thai, or Khmer
6. A South Asian language such as Hindi or Tamil
7. Another Asian language such as Japanese or Korean
8. A Middle Eastern language such as Arabic or Farsi
9. An African language such as Swahili or Amharic
10. American Sign Language
11. None of the above
91. Other language (Please specify):
Use of language other than English with students and families SA-RQ8
SA-RQ13


yes revised to be consistent with SK
SAQ H13OS
Other specify use of language other than English with students and families SA-RQ13 SAS130OS
Other specify use of language other than English with students and families SA-RQ13



SAQ HSTOP Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA SAS998 Question: “You are almost finished with this set of survey questions._x000D_
_x000D_
Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_
_x000D_
•If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
OR_x000D_
_x000D_
•If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_
_x000D_
•When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_
_x000D_
Otherwise, if no further changes are needed, please select the “Next” button to complete this section.”
Review question NA



SAQ H14 Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” Thank you to respondent NA SAS999 Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” Thank you to respondent NA



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