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pdfEarly Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
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OMB# 1850-0750 v.29
Attachment D-7
Spring Kindergarten Special Education
Child-Level
Teacher Paper Survey
National Center for Education Statistics
U.S. Department of Education
2FWREHU 2022
revised October 2023
Note: Some items in this survey are copyright protected and as
such are redacted in public review copies.
Spring 2024
Special Education Teacher Survey (Child Level)
Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID
T_ID
T
C_ID
C
Completing this survey will help us learn more about children participating in
special education and their experiences in different schools and classrooms.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS-K:2024 staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.
The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 7 minutes per child-level survey including the time to review instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 7/31/2026.
SPBK
Early Childhood Longitudinal Study
Special Education Teacher Survey (Child Level)
Spring 2024 – Form SPBSK
Dear Special Education Teacher or Related Service Provider,
Your school has agreed to participate in the Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024), a nationwide study of elementary-aged
children, their schools, teachers, and parents. As part of the study, we are asking teachers
and other service providers at your school to complete surveys. You have been asked to
complete them because one or more of the children you serve are participants in this study.
The teacher survey contains questions about you and your practices. There are also brief
surveys for each of the sampled children that you teach or serve. These surveys contain
questions about the children’s skills, abilities, and special education and related services.
The ECLS-K:2024 collects information from the special education teachers or related service
providers of sampled children who have Individualized Education Programs (IEPs). We are
gathering information from these children’s general education classroom teachers as well, if
they have one. Our purpose is to investigate the relationship between the children’s
academic progress and various school, classroom, teacher, and home characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a
question you do not want to answer. However, only you can provide this information.
Although we realize you are very busy, we urge you to complete this survey as completely
and accurately as possible. You may find at least some of the information we are asking for in
the child’s IEP.
THANK YOU VERY MUCH FOR YOUR HELP.
i
MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE
THIS SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:
Incorrect Marks:
Light and thin, outside the box, thick or scrawled.
How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.
PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not
cross zeroes or sevens. That is, do not write a zero with a line through it like this –
write a seven with a line through it like this – 7.
Write one number per box like this:
1
2
3
4
5
6
Write words like this:
John Smith
7
8
9
0
0, and do not
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1.
Is this child currently receiving gifted/talented services through an IEP, or has this child received
such services during this school year? MARK ONE RESPONSE.
Yes
No
2.
Is this child currently receiving special education services through an IEP due to a disability, or has
this child received such services during this school year? MARK ONE RESPONSE.
Yes
No
3.
GO TO Q36 on page 16
In what capacity or capacities do you currently teach or provide services to this child? MARK ALL
THAT APPLY.
Provide instruction directly to this child
Provide related services directly to this child
Provide consultation services directly to this child
Provide indirect consultation services (for example, consultation to this child's teacher)
Provide case management
None of the above
Other (Please specify):
4.
Which best describes the extent to which you teach or provide services to this child using
virtual methods in the current school year? MARK ONE RESPONSE.
Provide all services to the child using virtual methods (for example, fully
remote, web-based, online, or distance learning)
Provide some combination of virtual and in-person services to the child (for
example, blended or hybrid learning)
Do not provide any services to the child virtually (all services are provided in
person)
Other (Please specify):
1
SPBSK
43935
PLEASE NOTE THE FOLLOWING DEFINITIONS
THAT ARE RELEVANT TO QUESTION 5 BELOW:
Transitional Kindergarten: A transitional kindergarten (TK) program is an extra year of school before
kindergarten starts. It is different from preschool, Head Start, or prekindergarten. TK may be for children
who are too young to start kindergarten or need more time to be ready for kindergarten. Schools have
different names for these programs (for example, early transitional kindergarten, readiness kindergarten,
or a kindergarten equivalent in a classroom without grades or one with multiple grades), but all are types
of kindergarten. The program may be in a public or private school, or an early childhood setting such as a
nursery school, early childhood learning center, or day care center. It may be a full- or part-day program
and have regular and/or special education.
Transitional First Grade: Transitional first (or pre-first) grade is a school program between kindergarten
and first grade. The name of this program may vary by school (for example, a K-1 class or placement).
It is for children who have attended kindergarten but need more time to be ready for the first grade.
Children in this program may be part of a regular first-grade classroom or in a separate classroom.
5.
When was this child first determined eligible for special education or related services? MARK ONE
RESPONSE.
Before kindergarten
During transitional kindergarten
During kindergarten
During transitional first grade
During first grade
Don't know
6.
Did this child have an IEP or Individualized Family Service Plan (IFSP) last school year (2022-2023)?
MARK ONE RESPONSE.
Yes
No
Don't know
7.
GO TO Q11 on page 4
GO TO Q11 on page 4
Did you provide education activities or programs to this child last school year (2022-23)?
MARK ONE RESPONSE.
Yes
GO TO Q11 on page 4
No
2
SPBKSK
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8.
To what extent were you involved in planning this child's transition from last year's early
intervention or special education program to this school year's program? MARK ONE
RESPONSE.
Not at all
Somewhat
Extensively
9.
To what extent did you communicate with the person(s) who provided early intervention or special
education services to this child last school year? MARK ONE RESPONSE.
Not at all
Somewhat
Extensively
10.
Have you reviewed this child's records related to early intervention or special education services
provided before this school year? MARK ONE RESPONSE.
Yes
No, I don't have access to the records.
No, I have access to the records but have not reviewed them.
3
SPBKSK
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11.
What is this child's primary disability as identified on this child's IEP? PLEASE MARK THE CATEGORY
BELOW INTO WHICH THE CHILD'S PRIMARY DISABILITY FITS BEST. MARK ONE RESPONSE.
Autism
Deaf-blindness
Developmental delay
Emotional disturbance
Hearing impairments (including deafness)
Intellectual disability
Orthopedic impairments
Other health impairments
Specific learning disabilities
Speech or language impairments
Traumatic brain injury
Visual impairments (including blindness)
Multiple disabilities (children included in this category should be those who
have more than one primary disability which do not include deafblindness or
developmental delay)
No classification is given.
4
SPBKSK
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12.
What are the child’s other disabilities, if any, as identified on the child’s IEP? MARK ALL THAT
APPLY.
No other disabilities
Autism
Deaf-blindness
Developmental delay
Emotional disturbance
Hearing impairments (including deafness)
Intellectual disability
Orthopedic impairments
Other health impairments
Specific learning disabilities
Speech or language impairments
Traumatic brain injury
Visual impairments (including blindness)
Multiple disabilities (children included in this category should be those who
have more than one primary disability which do not include deafblindness or
developmental delay)
No classification is given.
13.
During this school year, has this child received any special education or related services because of
attention deficit disorder (ADD) or attention deficit/hyperactivity disorder (ADHD)?
MARK ONE RESPONSE.
Yes
No
5
SPBKSK
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14.
During this school year, which of the following describe(s) the IEP goals for this child?
MARK ALL THAT APPLY.
Academics
Social
Reading
Social skills
Mathematics
General appropriateness of behavior
Language Arts
Life Skills
Science
Adaptive behavior or self-help skills
Speech and Language
Physical/Mobility
Auditory processing
Fine motor skills
Listening comprehension
Gross motor skills
Oral expression
Orientation and mobility
Voice/speech articulation
Other/None
Language pragmatics
Other (Please specify):
None of the above
6
SPBKSK
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15.
During this school year, which of the following related services have been provided through
the school to this child? MARK ALL THAT APPLY.
Audiology
Counseling services
Occupational therapy
Physical therapy
Psychological services
Health services
Social work services
Special transportation
Speech or language therapy
Orientation services
Mobility services
Rehabilitation services
No related services were
provided.
Other (Please specify):
7
SPBKSK
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16.
During this school year, has this child received any of the following? MARK ALL THAT APPLY.
Adaptive physical education
Assistance from classroom aides (for example, teacher aide, behavioral
assistant, special education aide)
Interpreter for the deaf or hard of hearing (oral or sign)
Use of Braille during instruction by teacher or student
Use of American Sign Language during instruction by teacher or student
Use of Manual English during instruction by teacher or student
Use of Cued Speech during instruction by teacher or student
Mental health services, personal/group counseling, therapy, or psychiatric care
provided to the child
Tutoring/remediation from special education teacher
Training, counseling, and other supports/services provided to child's family
Creative arts therapies (CAT) provided to the child (for example, visual, music,
dance, drama therapy)
None of the above
17.
During this school year, has this child's primary placement been a general education classroom?
MARK ONE RESPONSE.
Yes
No
8
SPBKSK
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18.
During this school year, approximately how many hours per week of direct special education and
related services (that is, service provided directly to the child from a teacher or another adult) has
this child received? WRITE NUMBER IN BOX. PLEASE ROUND TO THE NEAREST HOUR.
Hours per week
19.
Of the hours of direct special education and related services reported above, approximately how
many of those hours per week were the instruction/services provided outside of a general education
classroom but within the school setting? WRITE NUMBER IN BOX. PLEASE ROUND TO THE NEAREST HOUR.
Hours per week
PLEASE NOTE THE FOLLOWING DEFINITION
THAT IS RELEVANT TO QUESTION 20 BELOW:
Co-teaching is when a general education teacher and a special education service provider share the
teaching responsibility, with the special education service provider providing specialized differentiated
lessons for students with special needs. The two teachers participate in lesson or activity planning
together and work together in the same classroom to instruct both students with and without disabilities.
20.
During this school year, what teaching practices and methods have you and/or other special education
service providers used with this child? MARK ALL THAT APPLY.
Oneonone instruction
Smallgroup instruction
Largegroup instruction
Co-teaching
Cooperative learning
Peer tutoring
Computer-based instruction
Direct instruction
Cognitive strategies
Self-management
Behavior management
Instruction received through a sign interpreter
None of the above
9
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21.
During this school year, which of the following best describes the curriculum materials used with
this child in the general education classroom? MARK ONE RESPONSE.
General education curriculum materials were used without modification.
General education curriculum materials were used with some modifications.
General education curriculum materials were used with substantial modifications.
Specially-designed commercial materials were used.
Teacher-designed materials were used.
Child not in this setting.
Don’t know
22.
During this school year, which of the following best describes the curriculum materials used with
this child in the special education classroom or program? MARK ONE RESPONSE.
General education curriculum materials were used without modification.
General education curriculum materials were used with some modifications.
General education curriculum materials were used with substantial modifications.
Specially-designed commercial materials were used.
Teacher-designed materials were used.
Child not in this setting.
Don’t know
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23.
Did this child use any assistive technologies this year? MARK ONE RESPONSE.
Yes
No
24.
GO TO Q25 on page 12
During this school year, which of the following assistive technologies and devices has this child used?
MARK ALL THAT APPLY.
Learning aids (non-computer)
Mobility aids
Vans, vehicles
Tape recorder
Wheelchair
Calculator
Walker
Electronic spelling devices
White cane
Computer hardware designed or
adapted for children with disabilities
(for example, alternate keyboards,
switch interface)
Communication aids
Electronic with voice output
(for example, Touch Talker)
Electronic without voice output
(for example, device with visual
display or printed speech output)
Non-electronic (for example, manual
printing board)
Used solely by individual child
Shared with other children
Computer software designed for
children with disabilities
Reading
Hearing assistance
Hearing aids
Writing
FM loops
Mathematics
TTYs/TDDs
Other/None
Cochlear implants
Other assistive technologies or devices
(Please specify):
Real-time captioning
Visual aids
No assistive technologies or devices were used
Braille texts
Electronic Braille devices
Digital texts
Magnifying devices
Close-captioned television (CCTV)
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25.
During this school year, does this child have a computer, laptop, or word processing device assigned
to him or her for use full time? MARK ONE RESPONSE.
Yes
No
26.
During this school year, on average, how often have you met with this child's general education
teacher(s) to discuss the child's program or progress? MARK ONE RESPONSE.
Not applicable because I am the child's general education teacher
Not applicable to my work with this child
GO TO Q28
GO TO Q28
Every day or several times a week
Once a week or several times a month
Once a month
A few times over the school year
Once during this school year
Never during this school year
27.
GO TO Q28
On average, how long were the meetings with the general education teacher(s) to discuss this child's
program or progress? MARK ONE RESPONSE.
1 to 5 minutes
6 to 15 minutes
16 to 30 minutes
31 to 45 minutes
46 to 60 minutes
More than 60 minutes
28.
During this school year, approximately how often have you communicated with this child's parents
about this child's program or progress (by phone, in person, or in writing, including e-mail)?
MARK ONE RESPONSE.
Every day or several times a week
Once a week or several times a month
Once a month
A few times over the school year
Once during this school year
Never during this school year
12
SPBKSK
43935
PLEASE NOTE: IF YOU HAVE ALREADY COMPLETED THE ECLS-K:2024 SPRING SURVEY “PRIMARY
TEACHER SURVEY (CHILD LEVEL)” (WITH THE APPLE IN THE UPPER RIGHT-HAND CORNER OF THE
COVER) FOR THIS CHILD, YOU MAY GO TO QUESTION 30 ON PAGE 14. OTHERWISE, PLEASE
CONTINUE WITH QUESTION 29.
29.
Now we would like to ask about your relationship with the child. For each statement, please select
the category that most applies to your relationship with the child. MARK ONE RESPONSE FOR EACH
ROW.
a. X xxxxx xx xxxxxxxxxxxx, xxxx xxxxxxxxxxxx
xxxx xxxx xxxxx
b. Xxxx xxxxx xxx X xxxxxx xxxx xx xx xxxxxxxxxx
xxxx xxxx xxxxx.
Definitely
does not
apply
Not really
Neutral,
not sure
Applies
sometimes
Definitely
applies
c. Xx xxxxx, xxxx xxxxx xxxx xxxx xxxxxxx xxxx xx.
d. Xxxx xxxxx xx xxxxxxxxxxxxx xxxx xxxxxxxx
xxxxxxxxx xx xxxxx xxxx xx.
e. Xxxx xxxxx xxxxxx xxx xx xxx xxxxxxxxxxxx xxxx
xx.
f. Xxxx X xxxxxx xxxx xxxxx, xx xx xxx xxxxx xxxx
xxxxx.
g. Xxxx xxxxx xxxxxxxxxxxxx xxxxxx xxxxxxxxxxx
xxxxx xxxxxxx xx xxxxxxx.
h. Xxxx xxxxx xxxxxx xxxxxxx xxxxx xx xx.
i.
j.
Xx xx xxxx xx xx xx xxxx xxxx xxxx xxxx xxxxx xx
xxxxxxx.
Xxxx xxxxx xxxxxxx xxxxx xx xx xxxxxxxxx xxxxx
xxxxx xxxxxxxxxxx.
k. Xxxxxxx xxxx xxxx xxxxx xxxxxx xx xxxxxx.
l.
Xxxx xxxx xxxxx xx xx x xxx xxxx, X xxxx xx’xx
xx xxx x xxxx xxx xxxxxxxxx xxx.
m. Xxxx xxxxx’x xxxxxxxx xxxxxx xx xxx xx
xxxxxxxxxxxxx xx xxx xxxxxx xxxxxxxx.
n. Xxxx xxxxx xx xxxxxx xx xxxxxxxxxxxx xxxx xx.
o. Xxxx xxxxx xxxxxx xxxxxx xxx xx xxx xxxxxxxx
xxx xxxxxxxxxxx xxxx xx.
Source: Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School
Psychology Review, 33(3): 444-458. Used with permission.
13
SPBKSK
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30.
Now we would like to ask about this child's educational goals. During this school year, has this child
received formal individual evaluations in any of the following areas for purposes of developing IEP
goals? MARK ALL THAT APPLY.
Psychological
Speech/language
Vision
Hearing
Learning style
Motor skills
Academics
Other (Please specify):
No evaluations for developing IEP goals were conducted this year.
31.
To what extent is this child expected to achieve the same general education goals as other children at
his or her grade level this school year? MARK ONE RESPONSE.
This child is expected to attain grade level achievement for all of the academic content standards.
This child is expected to attain grade level achievement for some of the academic content standards.
This child is expected to attain grade level achievement for only a few of the academic content
standards.
This child is not expected to attain grade level achievement for any of the academic content standards.
There are no academic content standards at this grade level.
Don’t know
32.
What percentage of this child's current IEP goals have been met or nearly met at this point in the
school year? MARK ONE RESPONSE.
76 to 100 percent
51 to 75 percent
26 to 50 percent
1 to 25 percent
0 percent
14
SPBKSK
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33.
Which of the following best expresses the likelihood that this child will continue to receive some
level of special education services (through an IEP) in the next school year? MARK ONE RESPONSE.
Definitely will continue in special education
Very likely to continue in special education
Likely to continue in special education
Unlikely to continue in special education
Very unlikely to continue in special education
Definitely will not continue in special education (will be dismissed from services)
34.
During this school year, to what extent has this child participated in any grade-level assessment
administered as part of the school's testing program? MARK ONE RESPONSE.
Child did not participate in the school's testing or assessment program.
Child participated in alternate assessments and no regular assessments.
Child participated in some alternate assessments and some regular assessments.
Child participated fully in the school's regular testing or assessment program.
There is no testing or assessment program at this grade level.
Don’t know
35.
How far in school do you expect this child to go? MARK ONE RESPONSE.
Receive less than a high school diploma
Graduate from high school
Attend a vocational or technical school after high school
Attend two or more years of college
Finish a four- or five-year college degree
Earn a master's degree or equivalent
Finish a Ph.D., MD, or other advanced degree
15
SPBKSK
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36.
Date Survey Completed:
2 0 2 4
MONTH
DAY
YEAR
Thank you very much for answering these questions and for taking
the time to participate in the Early Childhood Longitudinal Study.
16
SPBKSK
| File Type | application/pdf |
| File Modified | 2023-10-16 |
| File Created | 2023-09-29 |