HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Impact and Implementation Studies- Teacher Report on Individual Children

HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Tracking Participants

OMB CARES 2nd Package_Appendix A 1_Teacher Report on Individual Children 4 4 12

HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Impact and Implementation Studies- Teacher Report on Individual Children

OMB: 0970-0364

Document [doc]
Download: doc | pdf

OMB #: 0970-0364







COVER PAGE

TEACHER REPORT

FOR HEAD START CARES


KINDERGARTEN FOLLOW-UP

S PRING 2012 Rectangle 6 Rectangle 5

Date Completed: __ __ / __ __ / __ __

MM DD YY


As part of the Head Start CARES research study, we would like you to answer some questions about selected children in your classroom. Please fill out the following form about yourself only once. Next, please fill out a teacher report for each child for which we have sent you a form. The research project is being carried out by MDRC and sponsored by the Office of Head Start and the Office of Planning, Research and Evaluation in the Administration for Children and Families, to learn about ways that teachers and children succeed in early educational classrooms. This information is crucial in helping us understand the impacts of social emotional programming on children as they transition into elementary school.


Your participation is completely voluntary and you may, without penalty, skip any questions you do not wish to answer. However, please know that the answers to these questions will be kept private to the extent permitted by law and will be used for research purposes only. To make sure we keep your information as private as possible, all paper data will be stored in locked research facilities and electronic files will be password-protected. You will receive $7 for each report that you fill out as a token of our appreciation. This report will take approximately 20 minutes to complete. Thank you!



First, we would like you to answer the following few questions about yourself.




You only need to complete one cover sheet, then please fill out a teacher report for each child for which we have sent you a form.










Survey Instructions:


  1. Please use pencil so that you can fix mistakes easily.

  2. Bubbles should be filled in completely.

  3. You may skip any questions you do not wish to answer.

  4. You will receive $7 for each report that you fill out as a token of our appreciation. Thank you!




(over)

Section 1


In this section, we would like to learn more about you and your professional background.


Date: __ __ /__ __ / 2012


Name of school ___________________________________________________


A11. How many years have you been teaching in early elementary school- Kindergarten through 3rd grade- as either lead or assistant teacher?

| | | years | | | months

Don’t know 16

Refuse to answer 17


A32. What is the highest grade or year of school that you completed?

Group 8

GO TO H2

Less than High School 1

High School Diploma/Equivalent 2

Some college, but did not obtain a degree 3

Associate’s Degree 4

Bachelor’s Degree 5

At least some graduate training 6

DGroup 14

GO TO H2

on’t know 16

Refuse to answer 17


A33. Is your degree in a field of early childhood, including child development, developmental psychology, early childhood education, elementary education, or special education?

Yes 1

No 2

Don’t know 16

Refuse to answer 17


We are interested in your past training and professional development as a teacher.


H2. In this school year or last school year, have you had training in:


No


Yes

Total number of hours in this school year or last school year?

a. how to foster social behavior and emotional skills in preschoolers?

0

1


b. classroom management?

0

1


c. children’s attention or self-

regulation skills?

0

1


d. children’s early literacy?

0

1



Section 2

In this section, we would like some information about your classroom.


B13. Do you teach more than one session (e.g. AM and PM session)? Yes 1 No 2


B14. Do you have CARES children in more than one session (e.g. AM and PM)? Yes 1 No 2


Please answer the following questions based on your classroom on a typical day. If you have more than one session with CARES children in it, please respond to the following questions about the AM session.


B1. Is this classroom full day or part day? Full day 1 Part day 2


B15. Number of children enrolled in classroom: |___|___|


B4. Number of teachers/teaching assistants assigned to classroom (please include yourself): |___|___|


B5. Average number of children absent on any given day: |___|___|


B8. Number of children enrolled in the school: |___|___|___|


B9. What grade is the classroom you currently teach?

Preschool 1

Kindergarten 2

Transition grade 3

First grade 4

Don’t know 16

Refuse to answer 17

B10. What type of school is the classroom you currently teach in?

Public 1

Private 2

Parochial 3

Don’t know 16

Refuse to answer 17


B11. At this point in the kindergarten year, how would you rate the behavior of children in this class? Would you say…

The group misbehaves very frequently and is almost always difficult to handle 1

The group misbehaves frequently and is often difficult to handle 2

The group misbehaves occasionally 3

The group behaves well 4

The group behaves exceptionally well 5

Don’t know 16

Refuse to answer 17


B12. How many children with limited English proficiency (LEP) are there in this classroom? |___|___|



Section 3


In this section, we would like some information about your school. Think about how well the statements below describe your school environment

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

N1. Most students are pleasant and friendly to teachers.

1

2

3

4

5

N2. Most students are helpful and cooperative to teachers.

1

2

3

4

5

N3. There are many disruptive, difficult students in this school.

1

2

3

4

5

N4. There are many noisy, badly-behaved students.

1

2

3

4

5

N5. Students get along well with teachers.

1

2

3

4

5

N6. Most students are well-mannered and respectful to the school staff.

1

2

3

4

5

N7. Strict discipline is needed to control many of the students.

1

2

3

4

5

N8. The supply of equipment and resources is inadequate.

1

2

3

4

5

N9. Facilities are inadequate for catering for a variety of classroom activities and learning groups of different sizes.

1

2

3

4

5

N10. There is constant pressure to keep working.

1

2

3

4

5

N11. Teachers have to work long hours to complete all their work.

1

2

3

4

5

N12. There is no time for teachers to relax.

1

2

3

4

5

N13. It is hard to keep up with your workload.

1

2

3

4

5


We have a few more questions about you. Please remember that your answers will be kept completely private. The following questions ask about how you have been feeling during the past 30 days. For each question, please mark the number that best describes how often you had this feeling.


During the last 30 days, about how often did you feel…

None of the time

A little of the time

Some of the time

Most of the time

All of the time

E1… nervous?

1

2

3

4

5

E2… hopeless?

1

2

3

4

5

E3… restless or fidgety?

1

2

3

4

5

E4… so depressed that nothing could cheer you up?

1

2

3

4

5

E5… that everything was an effort?

1

2

3

4

5

E6… worthless?

1

2

3

4

5



A1. What is your age? |___|___| YEARS


A2. What is your gender? Female 1 Male 2


A4. Are you of Spanish, Hispanic, or Latino origin?

Yes 1

No 0

Don’t know 16

Refuse to answer 17


A6. What is your race? You may name more than one if you like.

White 1

Black or African American 2

American Indian or Alaska Native 3

Asian 4

Native Hawaiian or Pacific Islander 5

Don’t know 16

Refuse to answer 17




TEACHER REPORT ON INDIVIDUAL CHILDREN

FOR HEAD START CARES


KINDERGARTEN FOLLOW-UP

S Rectangle 4 PRING 2012


Date Completed: __ __ / __ __ / __ __

MM DD YY


As part of the Head Start CARES research study, we would like you to answer some questions about selected children in your classroom. The research project is being carried out by MDRC and sponsored by the Office of Head Start and the Office of Planning, Research and Evaluation in the Administration for Children and Families, to learn about ways that teachers and children succeed in early educational classrooms. This information is crucial in helping us understand the impacts of social emotional programming on children as they transition into elementary school.


Your participation is completely voluntary and you may, without penalty, skip any questions you do not wish to answer. However, please know that the answers to these questions will be kept private to the extent permitted by law and will be used for research purposes only. To make sure we keep your information as private as possible, all paper data will be stored in locked research facilities and electronic files will be password-protected. You will receive $7 for each report that you fill out as a token of our appreciation. This report will take approximately 20 minutes to complete. Thank you!













Survey Instructions:


  1. Please use pencil so that you can fix mistakes easily.

  2. Bubbles should be filled in completely.

  3. You may skip any questions you do not wish to answer.

  4. You will receive $7 for each report that you fill out as a token of our appreciation. Thank you!







Rectangle 10

In this section, we will be asking you some questions that are designed to measure how often this child exhibits certain social skills. Please fill in only one circle for each item.

The student….

Never

Sometimes

Very Often

  1. follows the teacher’s directions.

1

2

3

  1. makes friends easily.

1

2

3

  1. appropriately tells the teacher when he or she thinks unfair treatment has been received.

1

2

3

  1. responds appropriately to teasing by peers.

1

2

3

  1. appropriately questions rules that may be unfair.

1

2

3

  1. attempts classroom tasks before asking for the teacher’s help.

1

2

3

  1. controls temper in conflict situations with adults.

1

2

3

  1. gives compliments to peers.

1

2

3

  1. participates in games or group activities.

1

2

3

  1. produces correct schoolwork.

1

2

3

  1. helps the teacher without being asked.

1

2

3

  1. introduces himself or herself to new people without being told.

1

2

3

  1. accepts peers’ ideas for group activities.

1

2

3

  1. cooperates with peers without prompting.

1

2

3

  1. waits her or his turn in games or other activities.

1

2

3

  1. uses time appropriately while waiting for the teacher’s help.

1

2

3

  1. says nice things about himself or herself when appropriate.

1

2

3

  1. uses free time in an acceptable way.

1

2

3

  1. acknowledges compliments or praise from peers.

1

2

3

  1. controls her or his temper in conflict situations with peers.

1

2

3

  1. follows rules when playing games with others.

1

2

3

  1. finishes class assignments within specified time limits.

1

2

3

  1. compromises in conflict situations by changing his own ideas to reach agreement.

1

2

3




The student…

Never

Sometimes

Very Often

  1. initiates conversations with peers.

1

2

3

  1. invites others to join in activities.

1

2

3

  1. receives criticism well.

1

2

3

  1. puts work materials or school property away.

1

2

3

  1. responds appropriately to peer pressure.

1

2

3

  1. joins in ongoing activities or group without being told to do so.

1

2

3

  1. volunteers to help peers with classroom tasks.

1

2

3


In this section, please reflect on the degree to which each of the following statements currently applies to your relationship with this child. Please fill in only one response for each item.

Definitely does not apply

Not really

Neutral,

not sure

Applies

somewhat

Definitely

applies

  1. I share an affectionate, warm relationship with this child.

1

2

3

4

5

  1. This child and I always seem to be struggling with each other.

1

2

3

4

5

  1. If upset, this child will seek comfort from me.

1

2

3

4

5

  1. This child is uncomfortable with physical affection or touch from me.

1

2

3

4

5

  1. This child values his/her relationship with me.

1

2

3

4

5

  1. When I praise this child, he/she beams with pride.

1

2

3

4

5

  1. This child spontaneously shares information about himself/herself.

1

2

3

4

5

  1. This child easily becomes angry with me.

1

2

3

4

5

  1. It is easy to be in tune with what this child is feeling.

1

2

3

4

5

  1. This child remains angry or is resistant after being disciplined.

1

2

3

4

5

  1. Dealing with this child drains my energy.

1

2

3

4

5

  1. When this child is in a bad mood, I know we’re in for a long and difficult day.

1

2

3

4

5

  1. This child’s feelings toward me can be unpredictable or can change suddenly.

1

2

3

4

5

  1. This child is sneaky or manipulative with me.

1

2

3

4

5

  1. This child openly shares his/her feelings and experiences with me.

1

2

3

4

5

The following are statements that describe the behavior of many children. Please mark whether each statement has been OFTEN true, SOMETIMES true, or NOT true of this child since the beginning of school. Please fill in only one response for each item.

Since the beginning of school…

Often True

Sometimes True

Not True

  1. (he/she) has sudden changes in mood or feelings.

1

2

3

  1. (he/she) feels or complains that no one loves him/her.

1

2

3

  1. (he/she) is rather high strung, tense or nervous.

1

2

3

  1. (he/she) cheats or tells lies.

1

2

3

  1. (he/she) is too fearful or anxious.

1

2

3

  1. (he/she) argues too much.

1

2

3

  1. (he/she) has difficulty concentrating, cannot pay attention for

long.

1

2

3

  1. (he/she) is easily confused, seems to be in a fog.

1

2

3

  1. (he/she) bullies, or is cruel or mean to others.

1

2

3

  1. (he/she) is disobedient at home.

1

2

3

  1. (he/she) is disobedient at school.

1

2

3

  1. (he/she) does not seem to feel sorry after he/she misbehaves.

1

2

3

  1. (he/she) has trouble getting along with other children.

1

2

3

  1. (he/she) has trouble getting along with other teachers.

1

2

3

  1. (he/she) is impulsive, or acts without thinking.

1

2

3

  1. (he/she) feels worthless or inferior.

1

2

3

  1. (he/she) is not liked by other children.

1

2

3

  1. (he/she) has difficulty getting his/her mind off certain thoughts, has obsessions.

1

2

3

  1. (he/she) is restless or overly active, cannot sit still.

1

2

3

  1. (he/she) is stubborn, sullen, or irritable.

1

2

3

  1. (he/she) has a very strong temper and loses it easily.

1

2

3

  1. (he/she) is unhappy, sad, or depressed.

1

2

3

  1. (he/she) is withdrawn, does not get involved with others.

1

2

3

  1. (he/she) breaks things on purpose or deliberately destroys his/her own or another’s things.

1

2

3

  1. (he/she) clings to adults.

1

2

3

  1. (he/she) cries too much.

1

2

3

  1. (he/she) demands a lot of attention.

1

2

3

  1. (he/she) is too dependent on others.

1

2

3


In this section, please mark the number of each question that best describes the behavior and skills of this child. You may use the even-numbered points if the child falls between the behavioral descriptors. Please fill in only one.

D2. Performance on Daily Non-Academic Tasks


1 2 3 4 5 6 7


Cheerfully does own Independently Will do chores, Often refuses to

chores, then takes on attends to routines but only with prodding do daily chores

extra duties



D4. Relevant Participation in Group Discussions


1 2 3 4 5 6 7


Often contributes Makes an occasional Inattentive to others; Makes irrelevant

original ideas; relevant relevant comment; quiet but uninvolved remarks; interrupts

and responsive to attentive the flow

others’ comments

and interests



D6. Behavior During Designated Work Time


1 2 3 4 5 6 7


Finishes all assigned Takes occasional Requires periodic Needs constant super-

tasks breaks from work, reminders or directives vision to redirect atten-

and returns promptly in order to stay on task tion from play to work



D14. Participation in Outdoor Games


1 2 3 4 5 6 7


Superior player; takes Plays most games Is a sluggish and Disrupts others’ play;

leadership role adequately unwilling participant hoards equipment;

cheats at games



D18. Expression of Feelings and Ideas During Discussion


1 2 3 4 5 6 7


Very open and Expresses self Makes minimal Closed; defies efforts

expressive; reveals adequately; shares statements when to elicit self-expression

personal insights feelings and ideas encouraged



D19. Response to Others’ Mistakes or Misfortune


1 2 3 4 5 6 7


Actively expresses Takes interest in others’ Appears to ignore Openly ridicules others;

sympathetic desire to problems; can be others’ problems; does adds insult to injury

help others persuaded to help not help or show

sympathy



D23. Activity Level in Group Activities


1 2 3 4 5 6 7


Fidgety; extremely Can sit for 5-10 minutes Sits 10-20 minutes for Sits quietly for 30

active; sits for 5 minutes but only for certain most types of lessons minutes or more

or less interesting activities or activities

(films, etc.)



D24. Work and Play with Peers


1 2 3 4 5 6 7


Is comfortable playing Plays or works well Shows a preference for Works or plays alone;

and working with most with a consistent group one other child; prefers rejects others’ efforts

children, both familiar of children to be with that child or to do things together

and unfamiliar alone



D25. Listening to Teacher Giving Instructions to Group


1 2 3 4 5 6 7


Seems to ignore the Can maintain attending Occasionally inattentive; Attends to the teacher

teacher; is very behavior with frequent attention is easily without reminders

distracted and reminders from the regained by a cue from

distracting teacher teacher



D27. Compliance with Teacher’s Instructions Relating to Work


1 2 3 4 5 6 7


Independently follows Performs tasks as Demands that instructions Seems to disregard

instructions instructed with minimal be repeated, or does instructions; does the

supervision the right task in the wrong task or nothing wrong way at all



D28. Social Interaction


1 2 3 4 5 6 7


Appears withdrawn, Can be coaxed to interact Socializes adequately Initiates friendly social

totally closed to the at a minimal level with with a variety of interactions

social environment certain children; slow children

to warm up



D29. Completion of Games and Activities


1 2 3 4 5 6 7


Finishes any activity that Generally persistent; Loses interest in group Abruptly disengages

is begun rarely quits games and activities from cooperative

before a logical activity to begin

conclusion is reached something else




D32. Independent Work


1 2 3 4 5 6 7


Works independently Works alone with Disorganized; tries to Lacking self-motivation;

without supervision minimal supervision work but requires much teacher prompting has assistance or prompting only slight impact on

work habits


D33. Memory for Instructions


1 2 3 4 5 6 7


Seems to quickly forget Retains instructions for Can recall detailed Remembers all

instructions relating to up to an hour, then series of instructions instructions, regardless work; needs frequent needs them repeated for several hours of time interval reminders


D36. Organization of Work Products


1 2 3 4 5 6 7


Totally disorganized; Slightly disorganized; Usually organized; work Meticulous; produces

work is sloppy; often occasionally produces is generally neat neat work consistently, misplaced messy work rarely loses material


D37. Functioning within Designated Time Periods


1 2 3 4 5 6 7


Never concludes Often slightly out of Concludes most activities Is synchronous with

activities at designated synch with group as on time; usually ready to beginnings and endings

time; late starting next they end and begin start next activity of all activities

activity activity periods





In this section, you will be asked to assess the academic skills of this child in several domains. Please read each question and its associated example and provide only one rating for each skill.


E. Language and Literacy

This child…

Not yet

Beginning

In progress

Inter-

mediate

Proficient

Not applicable

  1. 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

2

3

4

5

0

  1. understands and interprets a story or other text read to him/her. For example: 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

2

3

4

5

0

  1. easily and quickly names all upper and lower case letters of the alphabet.

1

2

3

4

5

0

  1. produces rhyming words. For example: says a word that rhymes with “chip,” “shop,” “drink,” or “light.”

1

2

3

4

5

0

  1. predicts what will happen next in stories by using the pictures and storyline for clues.

1

2

3

4

5

0

  1. reads simple books independently. For example: reads books with a repetitive language pattern.

1

2

3

4

5

0

  1. 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 and ideas.

1

2

3

4

5

0

  1. 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 the sentence.

1

2

3

4

5

0

  1. uses the computer for a variety of purposes. For example: by drawing pictures, counting objects, or typing numbers, letters, or words.

1

2

3

4

5

0


Please read each question and its associated example and provide only one rating for each skill.


F. General Knowledge


Line 11

This child…

Not yet

Beginning

In progress

Inter-

mediate

Proficient

Not applicable

  1. recognizes distinct differences in habits and living patterns between him/herself and other groups of people he/she knows. For example: knowing that there are many different types of families, or knowing the different types of homes people live in, or the different types of foods that people eat.

1

2

3

4

5





0

  1. understands what people do who have different kinds of jobs. For example: knowing that people use different tools, equipment, and machinery in their jobs (farmers, doctors, dentists, etc.) or that most jobs require special training.

1

2

3

4

5

0

  1. uses his/her senses to explore and observe. For example: observing and noting the habits of classroom pets, or identifying environmental sounds, or describing the differences in clay before and after water is added.

1

2

3

4

5

0

  1. forms explanations based on observations and explorations. For example: by describing or drawing the conditions (water, soil, sun) that help a plant grown, or by explaining that a block will slide more quickly down a steeper slope.

1

2

3

4

5

0

  1. classifies and compares living and nonliving things in different ways. For example: classifying objects according to “things that are alive and not alive”, or “things that fly and things that crawl” or “plants and animals.”

1

2

3

4

5

0




















Please read each question and its associated example and provide only one rating for each skill.


G. Mathematical Knowledge



This child…

Not yet

Beginning

In progress

Inter-

mediate

Proficient

NLine 12 ot applicable

  1. sorts, classifies and compares math materials by various rules and attributes. For example: creating a rule for sorting keys, such as “keys with numbers” in one pile and “keys without numbers” in another pile, or sorting shapes by several attributes such as “large plastic shapes” and “small wooden shapes.”

1

2

3

4

5





0

  1. orders a group of objects. For example: by ordering rods or sticks by length, or arranging plants & paints from lightest to darkest, or musical instruments from softest to loudest.

1

2

3

4

5

0

  1. shows an understanding of the relationship between quantities. For example: knowing that a group of ten small stones is the same quantity as a group of ten larger blocks.

1

2

3

4

5

0

  1. 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

2

3

4

5

0

  1. demonstrates an understanding of graphing activities. For example: by adding a cube or coloring on a graph of “How we get to school” using yellow for “riding the bus,” white for “riding in a car” and blue for “walking.”

1

2

3

4

5

0

  1. uses instruments accurately for measuring. For example: by using a balance scale to compare the weight of two objects, or using tablespoons and teaspoons during a cooking project, or using a measuring tape to measure the length of different objects.

1

2

3

4

5

0

  1. uses a variety of strategies to solve math problems. For example: using manipulative materials, looking for a pattern, or acting out a problem.

1

2

3

4

5

0










In this section, you will be asked to answer questions about your perceptions of the parents/caregivers of this child. Please remember that your answers to these and all questions will be kept completely confidential. Please select only one answer.

Not at all

A little

Somewhat

A lot


A great deal

  1. How much are this child’s parents interested in getting to know you?

1

2

3

4

5

  1. How well do you feel you can talk to and be heard by this child’s parents?

1

2

3

4

5

  1. If you had concerns about or a problem with this child, how comfortable would you feel talking to his or her parents about it?

1

2

3

4

5

  1. How often do this child’s parents ask questions or make suggestions about the child?

1

2

3

4

5

  1. How much do you feel that this child’s parents and your school have the same goals for this child?

1

2

3

4

5

  1. To the best of your knowledge, how much do this child’s parents do things to encourage this child’s positive attitude toward education, such as reading to him or her, taking him or her to the library, or trying to teach him or her new things?

1

2

3

4

5

  1. How often does a parent of this child volunteer at your school?

1

2

3

4

5

  1. How involved are the parents of this child in his or her education?

1

2

3

4

5

  1. How important does education seem to be to this family?

1

2

3

4

5



In this section, you will be asked to answer a few more questions about the child.


I1. During this academic year, has this child been absent…


1

2

3

4

5

Hardly any days

Fewer days than most children

About an average number of days

More days than most children

A lot more days than most children


I2. Do you expect this child to be promoted or retained?

Promoted 1

Retained 2

Don’t know 16

Refused 17


Overall, how would you rate this child’s academic skills in each of the following areas, compared to other children of the same grade level?

Far below average

Below average

Average

Above average


Far above average

I3. Language and literacy skills

1

2

3

4

5

I4. Science and social studies

1

2

3

4

5

I5. Mathematical skills

1

2

3

4

5



In this section, you will be asked to answer a few more questions about any special services received by the child.


Does this child receive…

No

Yes

If yes, how many hours per week?

I6. Speech or language therapy?

1

2

______ hours

I7. Occupational therapy?

1

2

______ hours

I8. Mental health consultation?

1

2

______ hours

I9. Physical therapy?

1

2

______ hours






0


File Typeapplication/msword
AuthorMatthew Kim
Last Modified ByMolly Buck
File Modified2012-04-05
File Created2012-04-04
© 2024 OMB.report | Privacy Policy