Att D-1 Fall K Tchr Ch-Lvl Web Redact v27

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

Att D-1 Fall K Tchr Ch-Lvl Web Redact v27

OMB: 1850-0750

⚠️ Notice: This form may be outdated.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

2024-09-12 - Revision of a currently approved collection

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Download: pdf | pdf

Early Childhood Longitudinal Study,
Kindergarten Class of 202-2
(ECLS-K:202)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment

OMB# 1850-0750 v.27

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October 2022
Revised April 2023

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

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

INC

[Introduction]

Sequence: 0

Grid Spec
|(all sections)

Round: Fall Kindergarten National

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

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Spec Skip
|(all sections)

Round: Fall Kindergarten National

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

Soft Edit
|(all sections)

Round: Fall Kindergarten National

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

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OS Spec
|(all sections)

Round: Fall Kindergarten National

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

Child Name
|(all sections)

Round: Fall Kindergarten National

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

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Footer
|Footer for First Question in the Survey

Round: Fall Kindergarten National

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

INC000
Copyright: No
Round: Fall Kindergarten National
Source: New
DISPLAY INSTRUCTIONS:
DISPLAY A BLUE ICON AFTER THE WORD “ICON” IN THE FIFTH BULLET BELOW.
QUESTION TEXT:
Question “Thank you for launching the ECLS survey about {CHILD}!
Here are some tips to keep in mind when completing the survey:
• Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible.
• Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use
your browser arrows.
• If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.”
When you return to the survey, you will be taken where you left off.
• To protect your privacy, you will be logged off if you are idle for 10 minutes.
• Some questions in the survey have additional information to help you, if needed. To view this additional
information, select the blue "i” icon.
• You may skip any questions that you do not want to answer.
Please click on the “Next” button below to start the survey.”

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Box 1
Round: Fall Kindergarten National

GO TO SECTION ARC (Academic Rating Scale).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

ARC

[Academic Rating Scale]

Sequence: 1

ARC001a
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten; Shortened and reformatted for web.
DISPLAY INSTRUCTIONS:
DISPLAY "current" IN UNDERLINED TEXT.
DISPLAY “These examples do not exhaust all the ways the child may demonstrate what he/she knows or can
do.” IN BOLD TEXT.
QUESTION TEXT:
Question “Please rate {CHILD}’s current skills, knowledge, and behaviors within language, literacy, 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."

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

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ARC010a
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall first grade ARS #1, child-level teacher questionnaire. Note that this item was not used in
kindergarten in prior cohorts.
DISPLAY INSTRUCTIONS:

DISPLAY “Contributes relevant information to classroom discussions” IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
{CHILD}…
Contributes relevant information to classroom discussions – for example, during a class discussion, can
express an idea or a personal opinion on a topic and the reasons behind the opinion.”
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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

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ARC010b
Copyright: No
Round: Fall Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
DISPLAY "Engages in higher-level thinking and reasoning during classroom discussions" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Engages in higher-level thinking and reasoning during classroom discussions – for example,
answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and
can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational
turns.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010c
Copyright: No
Round: Fall Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses morphemes to figure out the meanings of words" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.

{CHILD}…
Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1”
as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike”
and “unfriendly”; or “re” means “again” as in “reread” and “replay.””
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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

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ARC010d
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #1, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Uses complex sentence structures" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she
wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip
at the same time as the first grade?"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “Has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “Has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet = Has not yet demonstrated.
HELP FOR CODE 2: Beginning = Is just beginning to demonstrate but does so very inconsistently.
HELP FOR CODE 3: In progress = Demonstrates with some regularity but varies in level of competence.
HELP FOR CODE 4: Intermediate = Demonstrates with increasing regularity and average competence but is
not completely proficient.
HELP FOR CODE 5: Proficient = Demonstrates competently and consistently.

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HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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ARC010e
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #2, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Understands and interprets a story or other text read to {him/her}" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a
story just read to the group, or telling about why a story ended as it did, or connecting part of the story to
{his/her} own life."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:
BOLD “Not yet”, “Beginning”, “In progress”, “Intermediate”, “Proficient” AND “Not applicable or Skill not
yet taught” IN HELP TEXT for CODES 1-6.
DISPLAY “Has not yet”, “just beginning”, “with some regularity”, “with increasing regularity and average
competence”, “competently and consistently”, AND “Has not been introduced” IN UNDERLINED TEXT FOR
HELP CODES 1-6.
HELP FOR CODE 1: Not yet = Has not yet demonstrated.
HELP FOR CODE 2: Beginning = Is just beginning to demonstrate but does so very inconsistently.
HELP FOR CODE 3: In progress = Demonstrates with some regularity but varies in level of competence.
HELP FOR CODE 4: Intermediate = Demonstrates with increasing regularity and average competence but is
not completely proficient.
HELP FOR CODE 5: Proficient = Demonstrates competently and consistently.

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HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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ARC010f
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #3, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY Easily and quickly names all upper- and lower-case letters of the alphabet" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.
{CHILD}…
Easily and quickly names all upper- and lower-case letters of the alphabet."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC010g
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #4, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Predicts what will happen next in stories" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Predicts what will happen next in stories by using the pictures and storyline for clues."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010h
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #5, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Reads simple books independently" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Reads simple books independently – for example, reads books with a repetitive language pattern."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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ARC010i
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #7, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates early writing behaviors" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words
("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic
spelling ("hrt") for the word "heart," to convey words or ideas."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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ARC010j
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #8, child-level teacher questionnaire; not in ECLS-K.
DISPLAY INSTRUCTIONS:
DISPLAY "Composes simple stories" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND
LITERACY.

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

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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2023-03-15 15:37

ARC010k
Copyright: No
Round: Fall Kindergarten National
Source: New, adapted from Common Core Writing standards for kindergarten and first grade; informative/explanatory
text.
DISPLAY INSTRUCTIONS:

DISPLAY "Composes informative/explanatory text" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating,
and writing to state what is being written about, supply some information about the topic, and provide some
sense of closure."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 26 of 116

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2023-03-15 15:37

HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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2023-03-15 15:37

ARC010l
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011, fall kindergarten ARS #9, child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates an understanding of some of the conventions of print" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Demonstrates an understanding of some of the conventions of print – for example, by using both
upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of
a sentence."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 28 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
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ARC010m
Copyright: No
Round: Fall Kindergarten National

DISPLAY INSTRUCTIONS:
DISPLAY "Finds meaningful units in words such as prefixes, suffixes, and base words." IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC010a-b, c-e, f-i, j-m ON SEPARATE SCREENS IN 4 GRIDS.
DISPLAY “First….LITERACY.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC010a-b) IN LARGE
BROWSERS AND ABOVE THE FIRST QUESTION OF ARC010 (ARC010a) IN SMALL BROWSERS. STARTING WITH
THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please
rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.” AND "{CHILD}…” AT
THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN
ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY
WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A
DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “LANGUAGE AND LITERACY” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM FOR
ALL GRIDS.
QUESTION TEXT:
Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 30 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

ARC020a
Copyright: No
Round: Fall Kindergarten National
Source: New. Based on CRP discussion; also adapted from kindergarten Common Core standards (K.CC.A.2).
DISPLAY INSTRUCTIONS:
DISPLAY "Counts forward beginning from a given number within the known sequence, instead of having to
begin at 1" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 –
for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6,
7” to get the answer of 7.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

ARC020b
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 kindergarten ARS #19 (fall)/#11 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Orders a group of objects" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN LARGE BROWSERS AND
ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS. STARTING WITH THE SECOND
GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please rate {CHILD}’s
current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And “{CHILD}…” AT THE TOP OF
THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE
DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE RESPONSE CATEGORY WIDTH
AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET TAUGHT) USING A DARK
COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints
from lightest to darkest or musical instruments from softest to loudest.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC020c
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 kindergarten ARS item #20 (fall)/ #12 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Shows an understanding of the relationship between quantities" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Shows an understanding of the relationship between quantities – for example, knows that a group
of ten small stones is the same quantity as a group of ten larger blocks.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 34 of 116

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ARC020d
Copyright: No
Round: Fall Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.CC.B.4a).
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates consistent understanding of one-to-one correspondence" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.

{CHILD}…
Demonstrates consistent understanding of one-to-one correspondence – for example, when counting
objects, says the number names in the standard order, pairing each object with one and only one number
name and each number name with one and only one object.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

ARC020e
Copyright: No
Round: Fall Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.OA.A.4).
DISPLAY INSTRUCTIONS:
DISPLAY "For any number from 1 to 9, finds the number that makes 10 when added to the given number" and
"and records the answer with a drawing or equation" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for
example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 +
_ = 10 and 4 + _ = 10).”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

Page 37 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
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HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

ARC020f
Copyright: No
Round: Fall Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.NBT.A.1).
DISPLAY INSTRUCTIONS:
DISPLAY "Uses place value to compose and decompose numbers from 11 to 19 into tens and ones" and "and
records each composition or decomposition by a drawing or equation" IN BOLD TEXT IN THE QUESTION
STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for
example, by using objects or drawings) and records each composition or decomposition by a drawing or
equation (for example, 18 = 10 + 8)."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

Page 39 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
2023-03-15 15:37

HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
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ARC020g
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 kindergarten ARS item #21 (fall)/ #13 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Solves problems involving numbers using concrete objects" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL
THINKING.
{CHILD}…
Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has
three, how many blocks are there in all?" or “How many do I need to give George so he will have the same
number of blocks as Vera?”"
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
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ARC020h
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 kindergarten ARS #22 (fall)/#14 (spring), child-level teacher questionnaire.
DISPLAY INSTRUCTIONS:
DISPLAY "Demonstrates an understanding of graphing activities" IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph
on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least
popular."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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ARC020i
Copyright: No
Round: Fall Kindergarten National
Source: New. Based on CRP discussion; Adapted from ECLS-K:2011 spring first grade ARS #23, child-level teacher
questionnaire.
DISPLAY INSTRUCTIONS:

DISPLAY "Measures length to the nearest whole number using common objects" IN BOLD TEXT IN THE
QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Measures length to the nearest whole number using common objects – for example, uses a
paperclip or a pencil to measure a desk and specifies the length in terms of those units.”
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

PROGRAMMER INSTRUCTIONS:

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HELP FOR CODE 6: Not applicable or Skill not yet taught = Has not been introduced in classroom setting.

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ARC020j
Copyright: No
Round: Fall Kindergarten National
Source: New. Adapted from kindergarten Common Core standards (K.G.A.2).
DISPLAY INSTRUCTIONS:
DISPLAY "Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall
size." IN BOLD TEXT IN THE QUESTION STEM.
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ARC020a-c, d-f, and g-j ON SEPARATE SCREENS IN THREE
GRIDS. DISPLAY “Now…THINKING.” AND “{CHILD}…” AT THE TOP OF THE FIRST GRID (ARC020a-c) IN
LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ARC020 (ARC020a) IN SMALL BROWSERS.
STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL BROWSERS,
DISPLAY “Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING.” And
“{CHILD}…” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL
BROWSERS. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 5 TIMES THE
RESPONSE CATEGORY WIDTH AND DISPLAY THE COLUMN FOR CODE 6 (NOT APPLICABLE OR SKILL NOT YET
TAUGHT) USING A DARK COLUMN SEPARATOR LINE.
DISPLAY “current” IN UNDERLINED TEXT IN THE QUESTION STEM FOR ALL GRIDS.
DISPLAY “MATHEMATICAL THINKING” IN UNDERLINED TEXT AND ALL CAPS IN THE QUESTION STEM.
QUESTION TEXT:
Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or
overall size."
CODES

Not yet

Beginning

In progress

Intermediate

Proficient

Not applicable or Skill not yet taught

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ARC
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Box 1
Round: Fall Kindergarten National

GO TO SECTION ELC (Early Language Skills).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

ELC

[Early Language Skills]

Sequence: 2

ELC010
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory (ALI). Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Question stem is new (focus on English
language), but incorporates wording from the ALI. Response options on original scale were 1=well below average, 2 =
somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "For this set of questions, select how often {CHILD} exhibits the following early English language
skills in school. Your best guess is fine.
Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”

CODES

Never

Rarely

Sometimes

Often

Very often

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ELC020
Copyright: No
Round: Fall Kindergarten National
Source: New, based on CRP comments, and adapted from TROLL, Dickinson, D.K., Sprague, K., McCabe, A. (2003).
Teacher rating of oral language and literacy (TROLL): Individualizing early literacy instruction with a standards-based
rating tool. The Reading Teacher, 56(6): 554-564.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses a varied vocabulary in spoken language.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC030
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has
heard.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC040
Copyright: No
Round: Fall Kindergarten National
Source: New, based on CRP comments.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Uses academic language learned in the classroom when speaking.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC050
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “This child's ability to use
language to initiate appropriate interactions with other children is::”. The question wording was adapted to work with
the response options used. The original response options are “more than 1 year behind other children his or her age,”
“6-12 months behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her
age,” and “more than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "{(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.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC060
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute. Original: caregivers; “by teachers”
deleted to match preschool parent; “Will try” changed to “Tries” to match preschool parent. Response options on
original scale were 1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above
average, and 5=well above average.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Tries repeatedly to communicate information which has not been understood.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC070
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Asks questions about information which is unclear to {him/her}.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC080
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Functional Language Scale, from Karen Bierman. Original item is “This child's ability to use
language to initiate appropriate interactions with adults is:”. The question wording was adapted to work with the
response options used. The original response options are “more than 1 year behind other children his or her age,” “6-12
months behind other children his or her age,” “about average,” “6-12 months ahead of other children his or her age,”
and “more than 1 year ahead of other children his or her age.”
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses language effectively to initiate appropriate interactions with adults.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC090
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “{(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.””
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC100
Copyright: No
Round: Fall Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC110
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from the Adaptive Language Inventory. Feagans, L.V., & Farran, D.C. (1978). Adaptive Language
Inventory. Chapel Hill, NC. Frank Porter Graham Child Development Institute; Response options on original scale were
1=well below average, 2 = somewhat below average, 3=average for his/her age, 4 = somewhat above average, and 5=well
above average.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she}
wanted.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC120
Copyright: No
Round: Fall Kindergarten National
Source: New, Adapted from a classroom observation system, Optimizing Learning Opportunities for Students (OLOS);
Connor, C. M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S. W., Adams, A., Hwang, J. K., and Carlisle, J. F. (2019).
Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during
literacy instruction using COLT, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1698583
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS ELC010-ELC040, ELC050-ELC080, AND ELC090-ELC120 ON
SEPARATE SCREENS IN 3 GRIDS. DISPLAY “For this set of questions, select how often {CHILD} exhibits the
following early English language skills in school. Your best guess is fine.” AT THE TOP OF THE FIRST GRID
(ELC010-ELC040) IN LARGE BROWSERS AND ABOVE THE FIRST QUESTION OF ELC (ELC010) IN SMALL
BROWSERS. STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE SECOND ITEM IN SMALL
BROWSERS, DISPLAY “Please select how often {CHILD} exhibits the following early English language skills in
school. Your best guess is fine.” AT THE TOP OF THE GRID IN LARGE BROWSERS AND ABOVE THE QUESTION
IN SMALL BROWSERS.
UNDERLINE “early English language skills” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Maintains a conversation with others that has at least three conversational turns focused on a
single topic.”
CODES

Never

Rarely

Sometimes

Often

Very often

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ELC200
Copyright: No
Round: Fall Kindergarten National
Source: Adapted from Diamond (2019). Diamond A., Lee C., Senften P., Lam A., and Abbott, D. (2019) Randomized
control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PLOS ONE 14(9):
e0222447. https://doi.org/10.1371/journal.pone.0222447. Retrieved May 1, 2020. Original item asked teachers to rate all
children in their class on this scale. Instructions were adapted. Original scale used only through kindergarten and the
highest skill listed was “Write 2 or more consecutive full sentences composed by child with invented spelling with most
sounds represented.” Original item “Write simple 2-4 letter words with invented spelling on own” was changed to
“Write simple 2-4 letter words with invented spelling.” Original item “Write multi-syllabic words with intended spellings
with most sounds represented” was changed to “Write multi-syllabic words with invented spelling with most sounds
represented.”
DISPLAY INSTRUCTIONS:
DISPLAY ALL CATEGORIES ON ONE PAGE.
DISPLAY “ordered below from lowest to highest” AND “highest level” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “Next, please think about {CHILD}’s written language. Which of the following writing levels
(ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently
performing (independently, without teacher help)?”
InstResp “Select only one.”
CODES

Scribbling

Drawing a picture

Can copy {his/her} name

Can copy sentences from the board

Write {his/her} name without copying

Can write most letters when asked to write the
letter

Write initial sounds for many words

Write simple 2-4 letter words with invented
spelling

Write multi-syllabic words with invented spelling
with most sounds represented

Compose and write a complete sentence with
invented spelling with most sounds represented

Compose and write 2 or more consecutive
complete sentences with invented spelling with
most sounds represented

Compose and write 5 or more consecutive
complete sentences with invented spelling with
most sounds represented

Compose and write a paragraph (5 complete
sentences) about a topic with invented spelling
with most sounds represented

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ELC
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Compose and write a paragraph (5 complete
sentences) about a topic with proper spelling,
grammar, and punctuation

Compose and write 2 paragraphs (5 complete
sentences each) about a topic with proper
spelling, grammar, and punctuation

Compose and write a story with a clear
beginning, middle, and end with proper spelling,
grammar, and punctuation

I have not had enough experience with this child
to evaluate this skill.

I am not able to rate this item because the child
does not write or has limited writing experience
due to a disability.

ELC210
Copyright: No
Round: Fall Kindergarten National
Source: New, based on CRP comments.

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

Not at all

A little bit

Somewhat

Quite a bit

Very much

Box 1
Round: Fall Kindergarten National

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

Page 61 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: ELC
2023-03-15 15:37

Section SSC: Social Skills and Approaches-to-Learning
Teachers rate children in their classrooms on social skills and problem behaviors (e.g., fighting, arguing,
anger, depression, low self-esteem, impulsiveness) and learning dispositions or “approaches to learning”
(e.g., curiosity, self-direction, organization, and persistence). The social skills and problem behaviors were
adapted from the Social Skills Rating Scale (SSRS) and the Social Skills Improvement System (SSIS) by
Gresham and Elliot (1990, 2008) and are published by NCS Pearson. The following items are copyright
protected and are not listed: SSC010, SSC020, SSC030, SSC040, SSC050, SSC090, SSC100, SSC120, SSC160,
SSC170, SSC180.
The approaches to learning items were created for the Early Childhood Longitudinal Study, Kindergarten
Class of 1998-99 (ECLS-K) by Atkins-Burnett. They are not copyright protected and, therefore, are listed
below.

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

SSC

Page 62 of 116

[Social Skills and Approaches-to-Learning]

Sequence: 3

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
2023-03-15 15:37

SSC010
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #31; ECLS-K:2011; Shortened instruction for web. Deleted “We realize that
some items apply more to older children, but please answer as accurately as you can.” The Social Skills Rating System
(SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been
adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLSK.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “For this set of items, please think about {CHILD}’s behavior during the past month or two. Decide
how often {CHILD} demonstrates the behavior described.
”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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

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SSC020
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Improvement System (SSIS), #56; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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

Page 64 of 116

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SSC030
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Improvement System (SSIS), #64; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question ”

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

Page 65 of 116

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SSC040
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #43. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 66 of 116

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SSC050
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #37. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 67 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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SSC060
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question "Keeps belongings organized.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 68 of 116

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SSC070
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
Shows eagerness to learn new things.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 69 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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SSC080
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Works independently.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 70 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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SSC090
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #47. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 71 of 116

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SSC100
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #41. The Social Skills Rating System (SSRS) was developed by Gresham and
Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted with permission. These items
were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 72 of 116

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SSC110
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Easily adapts to changes in routines.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

Page 73 of 116

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SSC120
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Rating System (SSRS), #46: SSIS internalizing problem behavior items replaced the internalizing
items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS. However, SSIS #74 is the same item as
the item from the SSRS used in the ECLS-K:2011; Original SSIS response categories (Never, Seldom, Often, Almost
Always) were changed to the ECLS-K:2011 response categories used for the Social Skills items. The Social Skills Rating
System (SSRS) was developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that
has been adapted with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in
the ECLS-K.
DISPLAY INSTRUCTIONS:

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC130
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how
often {CHILD} demonstrates the behavior described.
Persists in completing tasks.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC140
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Pays attention well.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC150
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Approaches to Learning items in the Social Skills section of the child-level teacher questionnaire
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “Follows classroom rules.”
CODES

Never

Sometimes

Often

Very often

No opportunity to observe

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SSC160
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Improvement System (SSIS) #70; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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SSC170
Copyright: Yes
Round: Fall Kindergarten National
Source: Social Skills Improvement System (SSIS), #76; SSIS internalizing problem behavior items replaced the
internalizing items used in the ECLS-K and the ECLS-K:2011 that were adapted from the SSRS; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response categories used for the Social
Skills items.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSC010-SSC060, SSC070-SSC120, SSC130-SSC180 ON
SEPARATE SCREENS IN THREE GRIDS. AT THE TOP OF THE FIRST GRID (SSC010-SSC060) IN LARGE BROWSERS
AND ABOVE THE FIRST QUESTION OF SSC (SSC010) IN SMALL BROWSERS, DISPLAY “For this set of items,
please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD}
demonstrates the behavior described.” STARTING WITH THE SECOND GRID IN LARGE BROWSERS AND THE
SECOND ITEM IN SMALL BROWSERS, DISPLAY “Please think about {CHILD}’s behavior during the past month
or two. Decide how often {CHILD} demonstrates the behavior described.” AT THE TOP OF THE GRID IN
LARGE BROWSERS AND ABOVE THE QUESTION IN SMALL BROWSERS. WHEN ITEMS ARE DISPLAYED IN A
GRID, DISPLAY THE COLUMN FOR CODE 5 (NO OPPORTUNITY TO OBSERVE) USING A DARK COLUMN
SEPARATOR LINE.
DISPLAY “during the past month or two” IN UNDERLINED TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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SSC180
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 social skill item from the child-level teacher questionnaire; Item was not used in kindergarten in the
ECLS-K:2011, but was added in spring first grade (on-grade) child-level teacher questionnaire. It was combined with
other externalization items from the Social Skills Rating System (SSRS). The Social Skills Rating System (SSRS) was
developed by Gresham and Elliott (1990) and is a copyrighted instrument (1990 NCS Pearson) that has been adapted
with permission. These items were fielded as part of what was called the Teacher Social Rating Scale in the ECLS-K.
DISPLAY INSTRUCTIONS:

”

CODES

Never

Sometimes

Often

Very often

No opportunity to observe

PROGRAMMER INSTRUCTIONS:

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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Box 1
Round: Fall Kindergarten National

GO TO SECTION CBC (Classroom Behaviors).

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Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: SSC
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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

CBC

[Classroom Behaviors]

Sequence: 4

CBC010
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC010-CBC040, CBC050-CBC080, CBC090-CBC120 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.

QUESTION TEXT:
Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue”
description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer
one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”
When practicing an activity, has a hard time keeping {her/his} mind on it.”

CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 82 of 116

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CBC020
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 83 of 116

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CBC030
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 84 of 116

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CBC040
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC010-CBC040, CBC050-CBC080, CBC090-CBC120 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
QUESTION TEXT:
Question “When building or putting something together, becomes very involved in what {he/she} is doing,
and works for long periods.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 85 of 116

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CBC050
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC010-CBC040, CBC050-CBC080, CBC090-CBC120 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true”
or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you
cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not
applicable.”

Is easily distracted when listening to a story.”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 86 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: CBC
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CBC060
Copyright: No
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 87 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: CBC
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CBC070
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 88 of 116

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CBC080
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 89 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: CBC
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CBC090
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS CBC010-CBC040, CBC050-CBC080, CBC090-CBC120 ON
SEPARATE SCREENS IN THREE GRIDS. FOR ALL GRIDS, DISPLAY “For this set…“not applicable.”” AT THE
TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY THE COLUMN FOR CODE 8 (NOT
APPLICABLE) USING A DARK COLUMN SEPARATOR LINE.
UNDERLINE “true” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “untrue” IN QUESTION TEXT IN ALL GRIDS.
UNDERLINE “within the past six months” IN QUESTION TEXT IN ALL GRIDS.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true”
or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you
cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not
applicable.”

Has trouble sitting still when {he/she} is told to (story time, etc.).”
CODES

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 90 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: CBC
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CBC100
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 91 of 116

Early Childhood Longitudinal Study Teacher Survey (Child-level) Fall K Form TQCFK :: CBC
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CBC110
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Page 92 of 116

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CBC120
Copyright: Yes
Round: Fall Kindergarten National
Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior
Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P.
(2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child
Development, 72(5): 1394-1408. Adapted and used with permission; Transition text added: “For this set of items.”; Items
contributing to the Attention Focusing and Inhibitory Control scales come from the 94-item “short form” of the
Children’s Behavior Questionnaire (CBQ) (Putnam and Rothbart 2006); Used in the ECLS-K:2011 (fall kindergarten, spring
kindergarten, spring first grade).
DISPLAY INSTRUCTIONS:

Extremely untrue

Quite untrue

Slightly untrue

Neither true nor untrue

Slightly true

Quite true

Extremely true

Not applicable

Box 1
Round: Fall Kindergarten National

GO TO SECTION SLC (School Liking and Avoidance).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

SLC

[School Liking and Avoidance]

Sequence: 5

SLC010
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in the child-level teacher questionnaire in the ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC010-SLC040 AND SLC050-SLC070 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”

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

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC020
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC010-SLC040 AND SLC050-SLC070 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “Dislikes school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC030
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC040
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC050
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SLC010-SLC040 AND SLC050-SLC070 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}.” AT THE TOP OF THE GRID. WHEN ITEMS ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT
COLUMN AT 4 TIMES THE RESPONSE CATEGORY WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
QUESTION TEXT:
Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}.
Seems unhappy in school.”
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC060
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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SLC070
Copyright: No, but other special handling
Round: Fall Kindergarten National
Source: Items were adapted from the teacher version of the School Liking and Avoidance Questionnaire (SLAQ) (Ladd
and Price, 1987; Ladd, 1990); Used in ECLS-K:2011 (grades 4 and 5).
DISPLAY INSTRUCTIONS:

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Fall Kindergarten National

GO TO SECTION PRC (Peer Relationships).

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

Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

PRC

[Peer Relationships]

Sequence: 6

PRC010
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:
IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC010-PRC050 AND PRC060-PRC090 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”

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

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC020
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC010-PRC050 AND PRC060-PRC090 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply.”
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC030
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC040
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC050
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS PRC010-PRC050 AND PRC060-PRC090 ON SEPARATE
SCREENS IN TWO GRIDS. FOR ALL GRIDS, DISPLAY “Please indicate how often each of these items applies to
{CHILD}, particularly in the context of {his/her} behavior with peers.” AT THE TOP OF THE GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, DISPLAY QUESTION TEXT COLUMN AT 4 TIMES THE RESPONSE CATEGORY
WIDTH.
DISPLAY FOR CODE 1: BOLD “Doesn’t apply” AND DISPLAY “Seldom displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Doesn’t apply.” “Seldom displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Seldom displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Doesn’t apply”.
DISPLAY FOR CODE 2: BOLD “Sometimes applies” AND DISPLAY “Occasionally displays this behavior” WITH
NO BOLD AND ON A LINE BELOW “Sometimes applies.” “Occasionally displays this behavior” SHOULD
WRAP SUCH THAT “this behavior” IS DISPLAYED ON A THIRD LINE UNDER “Occasionally displays” AND SUCH
THAT THE ENTIRE PHRASE APPEARS UNDER “Sometimes applies.”
DISPLAY FOR CODE 3: BOLD “Certainly applies” AND DISPLAY “Often displays this behavior” WITH NO BOLD
AND ON A LINE BELOW “Certainly applies.” “Often displays this behavior” SHOULD WRAP SUCH THAT “this
behavior” IS DISPLAYED ON A THIRD LINE UNDER “Often displays” AND SUCH THAT THE ENTIRE PHRASE
APPEARS UNDER “Certainly applies.”
QUESTION TEXT:
Question “

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC060
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

"
CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC070
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC080
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

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PRC090
Copyright: Yes
Round: Fall Kindergarten National
Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission. A subset of items from the
Excluded by Peers and Prosocial with Peers scales from the Child Behavior Scale were adapted and used.
DISPLAY INSTRUCTIONS:

CODES

Doesn’t apply Seldom displays this behavior

Sometimes applies Occasionally displays this
behavior

Certainly applies Often displays this behavior

Box 1
Round: Fall Kindergarten National

GO TO SECTION SIC (Student Information).

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Early Childhood Longitudinal Study Teacher Survey
(Child-level) Fall K - Form TQCFK
Section

SIC

[Student Information]

Sequence: 7

SIC010
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information Q1).

QUESTION TEXT:
Question “In what type of program is {CHILD} enrolled?"
CODES

Full-day program

Morning part-day program

Afternoon part-day program

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.

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SIC020
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information Q2) (Updated
for ECLS-K:2024, ‘Third year in kindergarten’ response option added.).
DISPLAY INSTRUCTIONS:

DISPLAY THE HELP FOR STEM IN A BULLETED LIST WITH THIS SENTENCE “Kindergarten includes regular
kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that
is a kindergarten equivalent but is ungraded or has multiple grades.” FOLLOWED BY TWO BULLETS THAT ARE
SLIGHTLY INDENTED FOR READABILITY. THE FIRST BULLET SHOULD INCLUDE “A transitional kindergarten
(TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start,
and prekindergarten.” THE SECOND BULLET SHOULD INCLUDE “Transitional first (or pre-first grade) is a
school program between kindergarten and the first grade. It is for children who have attended kindergarten,
but need more time to be ready for the first grade.”
QUESTION TEXT:
Question “Is the 2023-24 school year {CHILD}’s …?”
CODES

First year in kindergarten

Second year in kindergarten

Third year or more in kindergarten

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
HELP FOR STEM: 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.

SIC030
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Fall Kindergarten Classroom Teacher, Child-level Questionnaire (Student Information, Q3).

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

Never

Seldom

Usually

Always

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SIC040
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (D16).
DISPLAY INSTRUCTIONS:
DISPLAY “reading” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in reading do you currently
have in {CHILD}’s class?”
CODES

I do not use instructional groups for reading.

Two

Three

Four

Five or more

SIC060

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
DK AND REF SKIP TO SIC060.

SIC050
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Spring 2016 Reading Teacher, Child-level Questionnaire (Student Information, D17).

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

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

Range

1 to 10

PROGRAMMER INSTRUCTIONS:
SOFT RANGE: IF (SIC040 = 2 and SIC050 > 2) OR (SIC040 = 3 and SIC050 > 3) OR (SIC040 = 4 and SIC050 > 4),
THEN DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT SIC050}, but reported only
{DISPLAY RESPONSE AT SIC040} instructional groups . Please change the answer on this screen or hit the
"Back" button below (not the back arrow in your browser) to correct the previous answer. Otherwise, select
Next to continue."

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SIC060
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A9).
DISPLAY INSTRUCTIONS:
DISPLAY “mathematics” IN UNDERLINED TEXT.
QUESTION TEXT:
Question “How many instructional groups based on achievement or ability levels in mathematics do you
currently have in {CHILD}'s class?”
CODES

I do not use instructional groups for mathematics.

Two

Three

Four

Five or more

SIC080

PROGRAMMER INSTRUCTIONS:
USE TEACHER SURVEY PROBE.
DK AND REF SKIP TO SIC080.

SIC070
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Spring 2016 Math Teacher, Child-level Questionnaire (Student Information, A10).

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

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

Range

1 to 10

PROGRAMMER INSTRUCTIONS:
SOFT RANGE: IF (SIC060 = 2 and SIC070 > 2) OR (SIC060 = 3 and SIC070 > 3) OR (SIC060 = 4 and SIC070 > 4),
THEN DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE AT SIC070}, but reported only
{DISPLAY RESPONSE AT SIC060} instructional groups . Please change the answer on this screen or hit the
"Back" button below (not the back arrow in your browser) to correct the previous answer. Otherwise, select
Next to continue."

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SIC080
Copyright: No
Round: Fall Kindergarten National
Source: ECLS-K:2011 Third Grade Classroom Teacher, Child-level Questionnaire (Q E22).

QUESTION TEXT:
Question “Are you {CHILD}’s primary teacher in the following subject areas?“

InstResp “Select all that apply.”
CODES

Reading/Language Arts

Mathematics

Science

Social Studies

PROGRAMMER INSTRUCTIONS:
HELP TEXT FOR STEM: A primary teacher is the teacher who is responsible for all learning in that subject
area. The primary teacher writes all lesson plans and handles all activities and assessments in that subject
area. If you co-teach a subject area with another teacher but think you could report about {CHILD}, please
report that you are {his/her} primary teacher for that subject area.

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SIC600
Copyright: No
Round: Fall Kindergarten National
Source: New.
DISPLAY INSTRUCTIONS:
DISPLAY “NOTE: This survey contains copyrighted material that was adapted and used with permission. Do
not use or reproduce without permission.” IN BOLD TEXT.
DISPLAY “Social Skills Rating System (SSRS)” AND “Social Skills Improvement System (SSIS)” IN ITALICS.
DISPLAY “Journal of Personality Assessment, 87” and “Child Development, 72” IN ITALICS.

QUESTION TEXT:
Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the
Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to
the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be
completed.

NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or
reproduce without permission.
• Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights
reserved; Social Skills Improvement System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission.
All rights reserved.
• 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.”

PROGRAMMER INSTRUCTIONS:

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

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Box 1
Round: Fall Kindergarten National

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

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File Type	application/pdf
File Modified	2023-04-30
File Created	2023-03-16