Attachment B.3: Baseline coach survey

Variations in Implementation of Quality Interventions (VIQI)

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Attachment B.3: Baseline coach survey

OMB: 0970-0508

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Attachment B.3: VIQI Baseline Coach Survey

April 2018







Attachment B.3

BASELINE COACH SURVEY



The purpose of the Baseline Coach Self-Survey is to collect information on coach demographics and background as well as characteristics of coaches that are theorized to affect implementation as indicated in the VIQI Project conceptual model. This attachment includes the following: (a) the baseline survey, and (b) communication to coaches regarding this survey.







An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. The OMB number for this information collection is 0970-XXXX and the expiration date is XX/XX/XXXX.

A. Introduction

Thank you for participating in the Variations in Implementation of Quality Interventions (VIQI) Project! As part of this study, we would like you to answer some questions about yourself and your experiences as a coach. This information is crucial to helping us understand how coaches’ characteristics and their experiences as a coach affect the implementation of interventions to improve teaching and instructional practices in early care and education programs.

Your participation is completely voluntary, and you may skip any questions you do not wish to answer. The study team will follow strict procedures to protect your responses, and your responses will only be used for research and program improvement purposes. Your responses will be stored in password protected computer files and in locked research facilities. The data will be used only by the research team and other researchers bound by the same security requirements described here. We also may share de-identified responses with researchers looking at other education research topics who agree that they will protect your information.

Please complete this survey within the next [X] days. [If PAPER COPY, INCLUDE: Once complete, please send it back to [ADDRESS].] It will take approximately 36 minutes in total to complete. If you have any questions, please contact your project liaison at [PHONE] or [email].


Thank you!

B. Demographic Information


  		1.


    /



    /

    2018

    M

    M


    D

    D



    Today’s Date:


  1. Your name:




    First Name


    Last Name

  2. Name of early care and education center(s) where you are a coach:



  3. Name of the organization/program that is your formal employer for the coaching you provide in early care and education:









    Y

    Y

    Y

    Y


  4. In what year were you born?

  5. What is your sex?


1

Female

2

Male






  1. What is your Ethnicity?

SELECT ONE OR MORE.

1

Hispanic or Latino

2

Not Hispanic or Latino

  1. What is your Race?


SELECT ONE OR MORE.

1

American Indian or Alaska Native

2

Asian

3

Black or African American

4

Native Hawaiian or Other Pacific Islander

5

White

  1. What languages do you speak fluently?



CHOOSE ALL THAT APPLY.

1

English

2

Spanish

3

Haitian Creole

4

Mandarin

5

Portuguese

6

[INSERT ADDITIONAL OPTIONS FOR MOST COMMON LANGUAGES IN LOCALITIES WHERE VIQI WILL BE CONDUCTED]

7

Other











PROFESSIONAL EXPERIENCE

  1. Indicate the number of total number of years that you have worked in the positions listed below, counting this year.


Throughout the survey, “teacher” is used to refer to a teaching position with primary responsibility for providing instruction and supervision of children in a classroom. The term “assistant teacher” is used to refer to an assistant teacher, paraprofessional, or aide that works under the supervision of a teacher to give additional attention, support and instruction to children in the classroom.


  1. How many years have you been a coach in an early care and education center?

1

This is my first year

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. How many years have you been a coach in your current position/organization?

1

This is my first year

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. How many years did you work as a teacher or assistant teacher before becoming a coach?

1

0 years

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. How many years did you work as an early childhood specialist before becoming a coach?

1

0 years

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. How many years did you work as a director before becoming a coach?

1

O years

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. How many years did you work in any other position at an early care and education center before becoming a coach?

1

0 years

5

11 to 15 years

2

1 to 2 years

6

16 to 20 years

3

3 to 5 years

7

More than 20 years

4

6 to 10 years



  1. Which age levels or grade(s) did you teach before becoming a coach?



CHOOSE ALL THAT APPLY.

1

Infants

5

1st through 5th grade

2

Toddlers (under 36 months)

6

6th through High School

3

Preschool (ages 3-5)

7

None: No prior teaching experience

4

Kindergarten



  1. What is the highest level of schooling you have completed?


CHOOSE ONE.

1

Less than a High School Diploma/GED SKIP TO 14

2

High School Diploma/GED SKIP TO 14

3

Vocational or Technical Diploma after High School SKIP TO 14

4

Some College but no Degree SKIP TO 14

5

Associate’s Degree

6

Bachelor’s Degree

7

Graduate or Professional School but no Degree

8

Master’s Degree

9

Education specialist or professional diploma based on at least one year of course work at a Master’s Degree level

10

Doctorate

11

Other

  1. Indicate major field of study of your highest level degree.


CHOOSE ALL THAT APPLY.

1

Early childhood education

2

Elementary education

3

Special education

4

Child development

5

Reading specialist

6

Curriculum and instruction

7

Bilingual/bicultural education

8

Other education-related major (such as educational psychology, education administration, music education, adult learning, etc.)

9

Non-education major (such as history, English, etc.)

  1. What teaching credentials and licenses do you currently hold?


CHOOSE ALL THAT APPLY.

1

Child Development Associate (CDA) credential

2

State-awarded Preschool Certificate

3

State Department of Education Teaching License or Certificate in Early Childhood Education

4

State Department of Education Teaching License or Certificate in Elementary Education

5

State Department of Education Teaching License or Certificate in Another Area

6

State/Local Early Childhood Coaching Certificate or Coach License or Certificate in Training or Coaching

7

State/local early childhood trainer certificate

8

Other, please specify: _________________________________________________

9

None

  1. Do you have professional experience in adult education or learning? (This includes coursework or training on adult learning theory and differences in learning styles in adults and/or experience with teaching adults.)

    1

    Yes

    2

    No SKIP TO 17

  2. How many years of experience do you have working in adult education? (Please do not include any internship experience.)

    1

    Less than 4 years

    2

    5-10 years

    3

    11-14 years

    4

    15 or more years

  3. Have you ever received (pre-service or in-service) training as a coach or teacher/assistant teacher on young children’s development (specifically children birth through age 8 years old) in any of the following learning domains?


CHOOSE ALL THAT APPLY.

1

Language and literacy

2

Mathematics

3

Social-emotional development

4

Science

5

None of the above

  1. Have you ever been trained on the following?

CHOOSE ONE ON EACH ROW.

No

training

Some training

A great deal of training

  1. The Creative Curriculum (6th edition)

1

2

3

  1. The Creative Curriculum (5th edition)

1

2

3

  1. The Creative Curriculum (1st, 2nd, 3rd, or 4th editions)

1

2

3

  1. The Creative Curriculum Fidelity Tool

1

2

3

  1. Teaching Strategies GOLD

1

2

3

  1. Building Blocks math curriculum

1

2

3

  1. Connect4Learning curriculum

1

2

3

  1. Preschool Pathways to Science (PrePS)

1

2

3

  1. Pyramid Model for Supporting Social Emotional Competence

1

2

3


  1. Have you ever worked as a coach before?


CHOOSE ALL THAT APPLY.

1

Yes, I coached teachers/assistant teachers in an early care and education setting

2

Yes, I coached teachers/assistant teachers in a K-12 setting

3

Yes, but in a setting other than education (e.g., sports)

Specify: _______________________________________

4

No

  1. In addition to being a coach in early care and education settings, do you currently hold any other jobs? This may include other permanent full-time or part-time jobs, or temporary, transitional, or seasonal jobs.


1

Yes

2

No

C. Teaching and Learning

  1. We want to know which sets of skills you think are most important for children ages 3 to 4 to be learning. Please RANK the following 7 sets of skills (a through g) according to which you think are most important (7) to the least important (1) set of skills for children ages 3 to 4 to be learning in your teachers’ classrooms.


Choose ONE answer for each row, and make sure to USE EACH NUMBER ONLY 1 TIME (no ties!).


For example, choose the number “7” for the skill that you believe is the “Most important,” the number “6” for the skill you believe has the second highest importance, and so forth until you choose the number “1” for the skill you believe is the “Least important.”

Least Important

Most Important


1

2

3

4

5

6

7

  1. Approaches to Learning

1

2

3

4

5

6

7

  1. Motor and Physical Development

1

2

3

4

5

6

7

  1. Scientific Reasoning

1

2

3

4

5

6

7

  1. Language and Communication

1

2

3

4

5

6

7

  1. Literacy

1

2

3

4

5

6

7

  1. Math

1

2

3

4

5

6

7

  1. Social and Emotional Development

1

2

3

4

5

6

7

  1. Thinking about language and literacy skills only, please rank the following 6 sets of skills (a through f) according to which you think are the most important (6) to prioritize in teaching language and literacy to children ages 3 to 4 to the least important (1) to prioritize for children ages 3 to 4.


Choose ONE answer for each row, and make sure to USE EACH NUMBER ONLY 1 TIME (no ties!).

Least Important

Most Important


1

2

3

4

5

6

  1. Vocabulary and oral language

1

2

3

4

5

6

  1. Letter knowledge

1

2

3

4

5

6

  1. Print and text concepts

1

2

3

4

5

6

  1. Phonological awareness (individual speech sounds)

1

2

3

4

5

6

  1. Drawing or writing

1

2

3

4

5

6

  1. Listening or reading comprehension

1

2

3

4

5

6



  1. Thinking about mathematics skills only, please rank the following 7 sets of skills (a through g) according to which you think are the most important (7) to prioritize in teaching math to children ages 3 to 4 to the least important (1) to prioritize.


Choose ONE answer for each row, and make sure to USE EACH NUMBER ONLY 1 TIME (no ties!).

Least Important

Most Important


1

2

3

4

5

6

7

  1. Number sense & concepts

1

2

3

4

5

6

7

  1. Number writing and recognition

1

2

3

4

5

6

7

  1. Addition and subtraction

1

2

3

4

5

6

7

  1. Making, copying or extending patterns

1

2

3

4

5

6

7

  1. Measuring

1

2

3

4

5

6

7

  1. Identifying, drawing, or constructing shapes

1

2

3

4

5

6

7

  1. Comparing, contrasting, or sorting objects by attributes or a rule

1

2

3

4

5

6

7



  1. Thinking about social-emotional skills only, please rank the following 6 sets of skills (a through g) according to which you think are the most important (6) to prioritize in teaching social-emotional skills to children ages 3 and 4 to the least important (1) to prioritize.

Choose ONE answer for each row, and make sure to USE EACH NUMBER ONLY 1 TIME (no ties!).

Least Important

Most Important


1

2

3

4

5

6

  1. Self-concept and Self-efficacy

1

2

3

4

5

6

  1. Self-regulation

1

2

3

4

5

6

  1. Social and emotional understanding

1

2

3

4

5

6

  1. Empathy and caring

1

2

3

4

5

6

  1. Relationships with others

1

2

3

4

5

6

  1. Cooperation and responsibility

1

2

3

4

5

6

  1. Thinking about science skills and topics only, please rank the following 4 sets of skills and topics (a through d) according to which you think are the most important (4) to prioritize in teaching science to children ages 3 and 4 to the least important (1) to prioritize.


Choose ONE answer for each row, and make sure to USE EACH NUMBER ONLY 1 TIME (no ties!).

Least Important

Most Important


1

2

3

4

  1. Scientific thinking/scientific method

1

2

3

4

  1. Earth and space

1

2

3

4

  1. Living things

1

2

3

4

  1. Physical properties

1

2

3

4














  1. Recognizing that some things in early care and education centers (ECE) are required by external sources, what are YOUR OWN PERSONAL BELIEFS about ECE centers?

Please select the number that most nearly represents YOUR BELIEFS about each item’s importance for ECE centers. (1 = Strongly disagree; 5 = Strongly agree)

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

  1. ECE classroom activities should be responsive to individual differences in development.

1

2

3

4

5

  1. Each curriculum area should be taught as a separate subject at separate times.

1

2

3

4

5

  1. Children should be allowed to select many of their own activities from a variety of learning areas that the teacher has prepared (writing, science center, etc.).

1

2

3

4

5

  1. Children should be allowed to cut their own shapes, perform their own steps in an experiment, and plan their own creative drama, art, and writing activities.

1

2

3

4

5

  1. Students should work silently and alone on seatwork.

1

2

3

4

5

  1. Children in ECE classrooms should learn through active explorations.

1

2

3

4

5

  1. ECE teachers should use treats, stickers, or stars to encourage appropriate behavior.

1

2

3

4

5

  1. ECE teachers should use punishments or reprimands to encourage appropriate behavior.

1

2

3

4

5

  1. Children should be involved in establishing rules for the classroom.

1

2

3

4

5

  1. Children should be instructed in recognizing the single letters of the alphabet, isolated from words.

1

2

3

4

5

  1. Children should learn to color within predefined lines.

1

2

3

4

5

  1. Children should learn to form letters correctly on a printed page.

1

2

3

4

5

  1. Children should dictate stories to the teacher.

1

2

3

4

5

  1. Children should know their letter sounds before they learn to read.

1

2

3

4

5

  1. Children should form letters correctly before they are allowed to create a story.

1

2

3

4

5

Source: Burts, Buchanan, Benedict, Broussard, Dunaway, Richardson & Sciaraffa, 2000; Charlesworth et al., 1993; FACES, 2006.

D. Coaching Competencies and Styles

  1. Please indicate your perception of your style as a coach (or your perception of what your style will be as a coach) on each of the following descriptors. Choose the number on the scale from 1 (not very) to 7 (very) that best reflects your view of yourself.



1

2

3

4

5

6

7


Not very






Very

  1. Goal-oriented

1

2

3

4

5

6

7

  1. Perceptive

1

2

3

4

5

6

7

  1. Concrete

1

2

3

4

5

6

7

  1. Explicit

1

2

3

4

5

6

7

  1. Committed

1

2

3

4

5

6

7

  1. Affirming

1

2

3

4

5

6

7

  1. Practical

1

2

3

4

5

6

7

  1. Sensitive

1

2

3

4

5

6

7

  1. Collaborative

1

2

3

4

5

6

7

  1. Intuitive

1

2

3

4

5

6

7

  1. Reflective

1

2

3

4

5

6

7

  1. Responsive

1

2

3

4

5

6

7

  1. Structured

1

2

3

4

5

6

7

  1. Evaluative

1

2

3

4

5

6

7

  1. Friendly

1

2

3

4

5

6

7

  1. Flexible

1

2

3

4

5

6

7

  1. Prescriptive

1

2

3

4

5

6

7

  1. Didactic

1

2

3

4

5

6

7

  1. Thorough

1

2

3

4

5

6

7

  1. Focused

1

2

3

4

5

6

7

  1. Creative

1

2

3

4

5

6

7

  1. Supportive

1

2

3

4

5

6

7

  1. Open

1

2

3

4

5

6

7

  1. Realistic

1

2

3

4

5

6

7

  1. Resourceful

1

2

3

4

5

6

7

  1. Invested

1

2

3

4

5

6

7

  1. Facilitative

1

2

3

4

5

6

7

  1. Therapeutic

1

2

3

4

5

6

7

  1. Positive

1

2

3

4

5

6

7

  1. Trusting

1

2

3

4

5

6

7

  1. Informative

1

2

3

4

5

6

7

  1. Humorous

1

2

3

4

5

6

7

  1. Warm

1

2

3

4

5

6

7

Source: Friedlander & Ward, 1984

E. Program Implementation [COACHES IN INTERVENTION CENTERS ONLY]

The questions in this section are about your perceptions of the VIQI intervention – meaning the curriculum, training, and coaching that will be provided as part of the VIQI project.

  1. Please rate your answers to the following questions on a scale of 1-10, with ‘1’ being ‘Not at all’ and a ‘10’ being ‘A great deal.’

Not at all









A great deal

  1. How much do you believe that the VIQI intervention will be effective at improving young children’s skills?

1

2

3

4

5

6

7

8

9

10

  1. How much do you believe that the VIQI intervention will be beneficial for improving teachers’ skills and practice?

1

2

3

4

5

6

7

8

9

10

  1. How much do you look forward to coaching teachers on the VIQI intervention?

1

2

3

4

5

6

7

8

9

10

  1. How much enthusiasm do you have about coaching teachers on the VIQI intervention?

1

2

3

4

5

6

7

8

9

10

  1. How much do you feel motivated to coach teachers on using the VIQI intervention in their classrooms?

1

2

3

4

5

6

7

8

9

10

Source: Making Pre-K Count Motivation to Implement Survey




  1. Thinking about the centers where you are a coach for VIQI, how strongly do you agree or disagree with the following statements?



Strongly Disagree






Strongly Agree

  1. I think the centers will benefit from the VIQI intervention.

1

2

3

4

5

6

7

  1. The centers are going to be more productive when we implement the VIQI intervention.

1

2

3

4

5

6

7

  1. When the centers adopt the VIQI intervention, we will be better equipped to meet children’s needs.

1

2

3

4

5

6

7

  1. The VIQI intervention will improve the centers’ overall efficiency.

1

2

3

4

5

6

7

  1. The centers will lose some valuable assets when we adopt the VIQI intervention.

1

2

3

4

5

6

7

  1. The VIQI intervention matches the priorities of the centers.

1

2

3

4

5

6

7

  1. The VIQI intervention replaces outdated aspects of the centers while building on their positive attributes.

1

2

3

4

5

6

7

  1. The VIQI intervention will be an improvement over current practices.

1

2

3

4

5

6

7





  1. Teaching Domain-Specific Content

The items included in this section ask about your knowledge of teaching practices within the domains of: language and literacy, math, social-emotional, and science. You may not be familiar with all of the content in these sections. Answer the questions as best you can based on your knowledge and beliefs.

TEACHING LANGUAGE AND LITERACY

The next set of questions focus on knowledge and teacher practices in the area of language and literacy. You may not be familiar with all of the content in this section. We expect people will have different levels of familiarity with the questions being asked. We would like for you to answer the questions as best you can based on your knowledge and beliefs.

  1. Carefully read each of the following multiple choice questions. Choose only one answer from the choices provided to you for each question. If you are unsure of the right answer, please make your best guess.

  1. During group time, Ms. Betty is about to read a book to her 5-year-olds. As she reads, she runs her finger along underneath the text. Why does she do this?

    1

    To help children connect sounds and letters.

    2

    To keep children’s attention.

    3

    To help children understand how print works.

    4

    To improve children’s letter knowledge.

  2. Which of the following practices might best help children learn how letters are related to their letter names?

    1

    Matching pictures and beginning sounds.

    2

    Singing the alphabet song slowly and pointing to each letter.

    3

    Asking children to spell the letters of their name.

    4

    Saying the letters of the alphabet out of order.

  3. All of the following instructional activities improve children's understanding of how we use print in daily activity EXCEPT:

1

Creating a print-rich environment.

2

Copying simple words.

3

Writing a menu.

4

Reading a recipe.

TEACHING LANGUAGE AND LITERACY CONTINUED

Carefully read each of the following multiple choice questions. Choose only one answer from the choices provided to you for each question. If you are unsure of the right answer, please make your best guess.

  1. Each of the following is an effective way to foster language development EXCEPT:

    1

    Asking children to plan, do, and review their free-choice activities.

    2

    Expanding children’s responses, such as “You’d like to play in the kitchen and make pizza? And what kind of pizza would you like to make today?”

    3

    Re-reading a favorite book.

    4

    Encouraging children to respond to questions in complete sentences.

  2. Someone who engages children every day in play, discussions, conversations, and singing songs is likely to be providing which of the following?

    1

    Opportunities for recognizing the relationship between sounds and letters.

    2

    Experiences for children to learn and use new language rules.

    3

    Opportunities for oral language development.

    4

    Kinesthetic tactile experiences, such as physical activities.

  3. Each of the following activities is helpful for promoting oral language development EXCEPT:

    1

    Naming letters.

    2

    Outdoor play.

    3

    Singing.

    4

    Free-choice time.

  4. Which of the following activities best promotes vocabulary development?

1

Reading a story.

2

Writing.

3

Talking.

4

Watching television.

TEACHING LANGUAGE AND LITERACY CONTINUED

Carefully read each of the following multiple choice questions. Choose only one answer from the choices provided to you for each question. If you are unsure of the right answer, please make your best guess.

  1. Which of the following best explains why developing phonemic awareness in English may be especially challenging for a child for whom English is a second language?

    1

    The sound system of the child’s first language may not use an alphabet.

    2

    Some languages may require attention only to whole words, not sounds in words.

    3

    Sometimes teachers may not articulate sounds clearly.

    4

    The sound structure of the child's first language may be different from English.

  2. 1

    Identifying words that begin with the same sound.

    2

    Distinguishing sounds in words.

    3

    Stretching the sounds out in a word and putting them together.

    4

    Hearing different sounds, and identifying the letters that correspond to those sounds.
    Which of the following practices best help preschoolers blend sounds in words



  1. All of the following are important ways to encourage preschooler's early writing EXCEPT:

    1

    Encouraging correct spelling.

    2

    Taking dictation for children unwilling to write.

    3

    Displaying children's writing around the room.

    4

    Having a designated writing area equipped with crayons, pencils, stencils, and several types of paper.

  2. Kyesha is a 4-year old preschooler with reading skills at the kindergarten level. What is the best approach to take with Kyesha to create a supportive learning environment for her?

1

Keep her involved in all group activities so her peers do not notice the difference in her ability.

2

Encourage her parents to enroll her in kindergarten immediately.

3

Make sure she has plenty of opportunities to interact with books on her own.

4

Have her act as a tutor to other children who may show little interest in reading.


Source: Neumann, 2007

SOCIAL EMOTIONAL AND BEHAVIORAL SKILLS

The next set of questions focus on the area of young children’s social, emotional and behavioral development. We would like for you to answer the questions as best you can based on your knowledge and beliefs.

  1. Below are some strategies that you might use with children in your classroom. In each row, select the choice that shows how useful you think each strategy would be in reducing problem behaviors and supporting your children’s social and emotional development.


Not at all Useful

Slightly Useful

Somewhat Useful

Moderately Useful

Extremely Useful

  1. Setting up routines, expectations, and rules

1

2

3

4

5

  1. Using different gestures, cues, and signals to keep the attention of children

1

2

3

4

5

  1. Reminding children of rules and expectations

1

2

3

4

5

  1. Rewarding good behavior with praise

1

2

3

4

5

  1. Scolding children for disruptive behaviors

1

2

3

4

5

  1. Talking about my own emotional experiences

1

2

3

4

5

  1. Trying to help a child explore what is making him/her sad

1

2

3

4

5

  1. Trying to solve the problem when a child is angry

1

2

3

4

5

  1. Helping a child find out what caused his/her anger

1

2

3

4

5

  1. Encouraging children to talk about their emotions

1

2

3

4

5

  1. Recognizing early cues of child’s rising emotions and prompting use of calm down strategies

1

2

3

4

5

  1. Teaching, coaching and prompting problem solving such as identifying the problem, finding a solution, and assessing whether the solution worked

1

2

3

4

5





TEACHING SCIENCE

The next set of questions focus on the area of young children’s science education. We would like for you to answer the questions as best you can based on your knowledge and beliefs.

  1. Read the scenario below. As you read, think about the science you "see" happening in the scenario.       

Shape1

The class is outside on the playground. Sasha is still finishing her popsicle. “It’s so sticky!” says Sasha as her popsicle melts down her hand. “It’s too hot out here! The sun’s making my popsicle melt!” she says. Before Sasha can eat it, the final piece of popsicle falls to the floor. She squats down to look at it and watch it melt. “It’s makin’ a lake,” she says. Ben comes to see what’s going on.

“No, it’s making a river, see” he points to a line of red syrup that’s running down the sidewalk.

“Rivers are big. That’s too small” says Sasha, pointing at the melted popsicle.

A line of ants crawls towards the melting popsicle.

“Look! The ants want to eat my popsicle!” Sasha says. “You can’t eat popsicles. That’s people food. You eat leaves,” she says to the ants.

“Maybe they like popsicles better” says Ben. “Let’s find out”. Ben pulls a leaf off of a nearby bush and places it next to the puddle of melted popsicle. “I think they are going to like the popsicle better,” he says. The children watch the ants. Some of them move toward the melted popsicle.

“Look!” Says Sasha, “one, two, three. Three ants are eating my popsicle. Nobody is eating the leaf!”

“I guess they like popsicles better,” says Ben.

Thunder rumbles in the distance. “Oh no! It’s going to rain!” says Ben, “maybe the ants can hide under the leaf to stay dry” he says as their teacher calls them to go inside.


  1. Here is a list of science concepts. Select all of the science concepts that you can "see" in the scenario. 


CHOOSE ALL THAT APPLY

1

States of matter

7

Making observations

13

Cause and effect

2

Asking questions

8

Patterns

14

Earth's features

3

Constructing explanations

9

Life science

15

Stability and change

4

Predicting

10

Experimenting

16

Ecosystems

5

Interpreting data

11

Scale, proportion, and quantity

17

Structure and function

6

Using math

12

Systems

18

Engineering





19

Physical characteristics

  1. Read the following scenario. Refer to it to help you answer this group of questions. Choose the one option that best applies.

Shape2

Mark uses a paper towel to clean up some water that spilled. “Look!” he says, “the paper is changing colors! It’s drinking the water!”


  1. Which science practice can you identify in the scenario?

1

Making observations

2

Making predictions

3

Experimenting

4

Asking questions


  1. Which science discipline can you identify in the scenario?

1

Life science

2

Physical science

3

Earth and Space science

4

Engineering

  1. Read the following scenario. Refer to it to answer this group of questions. Choose the one option that best applies.

Shape3

Mark's teacher wants to provoke him to engage in a scientific practice so that he can understand a specific crosscutting concept. Mark's teacher says, "I wonder if the plastic bag will change color too. What can you do to find out?"


  1. What science practice is she trying to provoke Mark to engage in?

1

Making observations

2

Making predictions

3

Experimenting

4

Interpreting data


  1. What crosscutting concept is she trying to get Mark to think about?

1

Patterns

2

Structure and function

3

Systems

4

Cause and effect

  1. Read the following scenario. Refer to it to answer this group of questions. Choose the one option that best applies.

Shape4

Amelia is in the block center. She is rolling marbles into a stack of blocks and watching them fall down. "I think this car will knock the block down too!" she says. 


  1. Which science practice can you identify in the scenario?

1

Asking questions

2

Making predictions

3

Experimenting

4

Interpreting data


  1. Which crosscutting concept can you identify in the scenario?

1

Patterns

2

Structure and function

3

Systems

4

Cause and effect

  1. Read each scenario and answer the questions that follow. Choose the one option that best applies.

Shape5

Santana drops two rocks down the slide. One is big and white, the other is smaller and dark grey. He does this several times. The large white rock always flies off the end of the slide and tumbles all the way to the playground gate. The smaller grey rock drops off the end of the slide and doesn't go any further. "The white rock always wins!" he says.


  1. Which of the following could the teacher say to best help Santana understand the cause and effect relationship between the weight of the rock and the distance it travels?

1

What do you notice about the weight of the rocks?

2

Can we measure how far the rock went?

3

Why do you think the big rock is heavier than the little one?

4

I see you experimenting with the rocks. What happens when you go down the slide?


  1. What can the teacher add to the classroom to provoke children to think about the structure and function of different materials?

1

Adding an umbrella to dramatic play

2

Adding rubber gloves and mittens to the water table

3

Adding sponges to the science center

4

Adding seeds and a magnifying glass to the science center



Shape6 Camille notices a seed in her watermelon during snack time. 


  1. What is the best way for the teacher to help her understand that seeds are part of a system?

1

Cut open different kinds of fruits to find seeds

2

Read an informational book about plants

3

Cut open different seeds and observe what is inside

4

Compare and sort different seeds



Shape7 A teacher is guiding a small group of children in making dough by mixing flour and water. Charlie's dough is sticky and won't hold a shape. He looks at Maria's dough that she has rolled into a tight ball. Then he looks at his teacher and shows her his sticky fingers. 


  1. What can the teacher do to help Charlie experiment with the materials at the table and "fix" his dough?

1

The teacher can add more flour to Charlie's dough and help him mix it.

2

The teacher can give Charlie a cup of water and a cup of flour and say, " Do you think we should add more water or flour? Let's choose one and see what happens".

3

The teacher can say, "Uh-oh, Charlie! Your dough is too wet. Let's add more flour. What do you predict will happen if we put more flour in the dough?"

4

The teacher can ask Maria to help Charlie "fix" his dough.


Shape8

The children are interested in elephants. The teacher wants to help the children understand that elephants move their big ears to help them stay cool.


  1. Which of the following would be the best way for children to explore the structure and function of the elephants' ears?

1

Taking a field trip to the zoo to observe elephants flapping their ears

2

Watching videos of elephants in the wild flapping their ears and pausing the video to ask children questions like, "Why is the elephant flapping his ears? How do you think he feels?"

3

Using different sized paper plates as fans

4

Building elephant ears out of paper plates and a headband to allow the children to pretend to be elephants



Shape9 The children are cleaning up the playground. They have a pile of rocks, sticks, and leaves, and a pile of plastic bottle caps and juice box straws. These two piles can serve as data.


  1. Which of the following is the best way to get the children to interpret their “data”?

1

I notice you have two piles. Should we put the natural things back on the playground and the plastic things in the garbage?

2

You have collected a lot of garbage. What do you think will happen to the garbage?

3

I notice you have two piles. Can we make a third pile using playground toys?

4

I notice you have a pile of plastic things and a pile of natural things. On the playground, which is there more of…plastic things or natural things?


Source: Alexander 2017





TEACHING MATHEMATICS

The next set of questions focus on knowledge and teacher practices in the area of mathematics. You may not be familiar with all of the content in this section. We expect people will have different levels of familiarity with the questions being asked. We would like for you to answer the questions as best you can based on your knowledge and beliefs.

  1. Each item below has two different statements about a child’s showing a skill in the area of mathematics. For each item, choose theone statement that describes the math skill that a child is likely to learn first. If both skills are equally easy for a young child, choose the circle next to “Same.” If you do not know the answer, choose “Do not know.”


  1. 1

    Jamie says the counting words in order from 1 to 10 (i.e., “1, 2, 3, 4, 5, 6, 7, 8, 9, 10”).

    2

    Jamie says the counting words in order from 6 to 10 (i.e., responds to teacher request, “Can you count starting with the number 6? Six…” by saying: “…7, 8, 9, 10”).

    3

    Same.

    4

    Do not know.

  2. 1

    Pauli counts a group of seven buttons without touching them.

    2

    Pauli counts a touchable group of seven buttons.

    3

    Same.

    4

    Do not know.

1

Ali correctly answers the question, “Are there more teddy bears or more turtles?”

2

Ali correctly counts a row of eight teddy bears.

3

Same.

4

Do not know.





TEACHING MATHEMATICS CONTINUED

The following statements are about children’s skills in the area of mathematics. For each statement, choose only one answer from the choices that describes the math skill that a child is likely to learn first. If they are equally easy for a young child, check the box next to “Same.” If you do not know the answer, do not guess; instead check “Do not know.”

  1. 1

    Shea correctly answers the question “Here are two groups of teddy bears. How many all together?” when presented with two groups of two teddy bears.

    2

    Shea correctly answers the question, “What is two plus two?”

    3

    Same.

    4

    Do not know.

  2. 1

    Jaiden answers, “How many buttons” after counting a set of six buttons.

    2

    Jaiden counts a row of six buttons (i.e., “1, 2, 3, 4, 5, 6”).

    3

    Same.

    4

    Do not know.

  3. 1

    Cimarron says the counting words in order from 1 to 10 (i.e., “1, 2, 3, 4, …).

    2

    Cimarron counts a row of ten buttons.

    3

    Same.

    4

    Do not know.

1

Pilar counts a circle of seven buttons.

2

Pilar counts a row of seven buttons.

3

Same.

4

Do not know.




TEACHING MATHEMATICS CONTINUED

The following statements are about children’s skills in the area of mathematics. For each statement, choose only one answer from the choices that describes the math skill that a child is likely to learn first. If they are equally easy for a young child, check the box next to “Same.” If you do not know the answer, do not guess; instead check “Do not know.”

  1. 1

    Amari is presented with two groups of buttons, one with five buttons and one with two buttons. When asked “How many altogether?” in the two groups, Amari counts all of the buttons beginning with the group of five buttons (“1, 2, 3, 4, 5, 6, 7”) to get to the answer.

    2

    Amari is presented with two groups of buttons, one with five buttons and one with two buttons. “How many altogether?” In the two groups, Amari counts on from the first set (“5, 6, 7,”) to get to the answer.

    3

    Same.

    4

    Do not know.

  2. 1

    In a line of five toy sheep facing the same direction, Indigo answers the question, “Point to the second sheep in line.”

    2

    In a line of five toy sheep facing the same direction, Indigo answers the question, “Point to the first sheep in line.”

    3

    Same.

    4

    Do not know.

1

Daevon recognizes one-digit numerals (for instance, can point out a “4” in a group of printed numbers.”

2

Daevon reads single digit number words (for instance, can read the word “four”).

3

Same.

4

Do not know.


Source: Platas, 2008





This is the end of the survey. Thank you!

Communication to Participants Regarding the Survey

Overview: The baseline survey that will be administered to coaches will be accompanied by an email or letter that introduces the survey. If a survey is not received, a follow-up reminder email(s) or letter(s) may be sent.

SURVEY EMAILS/LETTERS

The following items will be addressed in communications to coaches regarding the survey administered at baseline:

  • Welcome to the study

  • Study background and a brief description of the survey

  • Link to the online survey [If needed: Description of how to return the survey]

  • Deadline for submission

  • Toll-free number or study email address for technical issues or questions about the survey

THANK YOU EMAILS/LETTERS

Coaches who submit a survey will receive a thank you email or letter. The note will thank them for their time and encourage future participation. The following items will be addressed in thank you notes:

  • Thank you for participation

  • Study importance

  • Reminder about future data collections



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File TitleVIQI OMB 30 Baseline Coach Survey
AuthorNicole Leacock
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